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BY WILLIAM H. SALLMON, A. 



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Studies in the Life of Paul. (Fourteenth thousand, 
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Twenty-four lessons emphasizing the character 
of the great apostle. Also an extension of the 
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The Culture of Christian Manhood : Sunday florn^ 
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(Edited by William H. Sallmon) (Second 
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12mo, cloth, gilt top, $1.50 postpaid. 



Studies 



in the 

Life of Paul 

FOR BIBLE CLASSES 
AND PRIVATE USE 



By 



William HT Sallmon, M. A. 



REVISED EDITION 
FOURTEENTH THOUSAND 



New York 

The International Committee of Young Men's 
Christian Associations 
1903 



2-0-P1430-8-02 



3 



THE L;LRARY OF 
CONGRESS, 

Two Copies Received 

JAN 2 1903 

« Copyright Entry 
CLASS XXc. No. 

^ 2^ 1 

COPY B. ' 



Copyrighted 1896 

BY 

The International Committee of 
Young Men's Christian Associations. 



Copyrighted 1902 

BY 

The International Committeb of 
Young Men's Christian Associations. 



0^ 

f 

■X. 

ti CONTENTS. 



^ / PAGE 

Preface 9 

Bibliography 11 

Study I. Paul's Early Days .... 15 
Study II. Paul the Student .... 20 
Study III. Paul the Persecutor ... 25 
' Study IV. Paul thb»Convert .... 30 
Study V. PaultheConvert (con- 
tinued^ \ . . 35 

Study VI. Paul the Apprentice ... 40 
Study VII. Paul the Missionary (First 

Journey) 46 

Study VIII. Paul the Missionary (Second 

Journey) 62 

Study IX. Paul the Missionary (Third 

Journey) 57 

Study X. Paul the Companion and 

Friend 60 

Study XI. Paul the Laborer .... 65 

Study XII. Review 69 

Study XIII. Paul the Preacher .... 70 

Study XIV. Paul the Pastor 75 

Study XV. Paul the Miracle Worker 79 

Study XVI. Paul the Seer 85 

Study XVII. Paul the Apologist .... 89 

Study XVIII. Paul the Author 93 

Study XIX. Paul the Author (continued) 96 
Study XX. Paul the Prisoner .... 100 

Study XXI. Paul the Hero 104 

Study XXII. Pauline Principles .... 107 

Study XXIII. Paul's Influence Ill 

Study XXIV. Review 113 

Extension of the Course 114 

Outline of Epistle to Galatians .... 115 

Chronology of Paul's Life 118 

Daily Readings 119 

Suggestions to Leaders of Bible Classes . 124 



PREFACE. 



These outlines are mainly the notes on 
"The Life of Paul" as they appear in the 
author's note-book. They were not written 
for publication, and are only permitted to 
see the light now in response to a general 
demand by college students for a course 
which has proved itself adapted to the needs 
of a college community. This course was 
taught by the author, assisted by Mr. Wil- 
liam Sloane, to the senior class at Yale Uni- 
versity', as part of the work offered by the 
Young Men's Christian ^Association, in 1894- 
95, and at the same time to a class of busi- 
ness and professional men at Bridgeport, 
Conn., under auspices of the Association. 
It was presented in a modified form at the 
College Students' Conferences at Northfield, 
Mass., and Knoxville. Tenn.. in 1895, and 
by request of the College Committee re- 
peated at Northfield in 1896. It was also 
given before the Conference of Young 
Women's Christian Associations at North- 
field, in 1896. The note-book of Mr. Anson 
Phelps Stokes, Jr., who taught it to the 
senior class at Yale in 1895-96, has been 
freely consulted. The course has been 
adopted as part of the Yale Association's 
system of permanent and progressive Bible 
study. Its object is to study the character 
of Paul rather than his work — to emphasize 
what he was more than what he did. Next 
to a contemplation of the life of our Lord, 



9 



there is no biography better calculated to 
produce in us that mind which was also in 
Christ Jesus than that of this magnificent, 
many-sided hero of the faith. 

The "Suggestions to Leaders," which are 
largely the results of the conferences of a 
normal class, have been placed at the close 
of the book, because it is recognized that 
many will use these studies who are not 
leaders, and to whom the hints will not be 
so pertinent. 

It may be needless to add that the work 
from beginning to end is intended to be 
merely suggestive and to serve as a basis 
for further study. WHS 

Preface to Revised Edition. 

The wide acceptance which these studies 
have received in a few years, with a sale of 
over eleven thousand, justifies the issuance 
of a revised and enlarged edition, containing 
the results of later research. In re-arrang- 
ing the body of the work such changes 
have been introduced as would make it 
more acceptable to young people's societies 
and Bible classes outside of student com- 
munities, where hitherto it has been chiefly 
used. An introduction and a practical les- 
son have been added to each study, and a 
list of daily readings appended. The Epis- 
tles of Paul and the Epistle to the Hebrews 
have been so subdivided that by reading an 
average of fifteen verses each day they will 
be covered during the twenty-four weeks 
through which the studies run. 

W. H. S. 



ID 



BIBLIOGRAPHY, 



In addition to a good working Bible and 
note-book, Greek Text (for those who can 
use it), Revised Version, and Bible Diction- 
ary, the following are recommended: — 

The original sources are the Epistles of 
Paul and the Acts of the Apostles. Get 
saturated with these before consulting 
helps. 

1. The Life and Epistles of St. Paul. 
Conybeare and Howson. The complete edi- 
tion, two volumes, with foot-notes (Long- 
mans, Green & Co.), $3-00 per volume, is 
the one referred to in these pages. A popu- 
lar edition, without foot-notes, costs $1.25. 
This treatise is thorough and comprehen- 
sive, aiming "to give a living picture of 
St. Paul himself, and of the circumstances 
by which he was surrounded." 

2. The Life of St. Paul. James Stalker, 
D. D. 60 cents. A spirited sketch, in the 
form of a hand-book for Bible classes. 

3. St. Paul: His Life and Times. James 
Iverach, M. A. $1.00. A condensed but 
suggestive and spiritual work, in the usual 
vigorous Scotch style. 

4. The Life and Work of St. Paul. 
F. W. Farrar, D. D. (E. P. Button & Co.) 
2 vols., with foot-notes, $5.00; also popular 
edition, $2.00. The former is used in these 
references. Brilliant and picturesque. 

II 



Probably the most attractive work for the 
average reader. 

The teacher or student who has access 
to these four works has a generous equip- 
ment and is on a fair way to a liberal edu- 
cation in the life of Paul. They have been 
selected with reference to a devotional 
study. Those who care to go more deeply 
into the subject are referred to the follow- 
ing :— 

5. Paul the Missionary. W. M. Taylor, 
D. D. A series of sermons, making a con- 
tinuous biography, emphasizing the practi- 
cal lessons and missionary labors of Paul. 

6. Spiritual Development of St. Paul. 
G. Matheson, D. D. An inner biography 
from conversion to death, tracing progres- 
sive spiritual development. Necessarily 
psychological and somewhat obscure to the 
average reader. 

7. The Apostle Paul. A. Sabatier. 
Paul's doctrine an outgrowth of his inner 
life. A refutation of rationalistic criticism. 
A penetrating treatment by modern scien- 
tific and historical methods. 

8. St. Paul the Traveller and Roman 
. Citizen. W. M. Ramsay, D. D. Scholarly 

and reliable. An historical account of 
Paul's life, with interpretations founded on 
the results of a visit to Asia Minor and 
other scenes of Paul's labors. A fairly 
good pocket map of "The Pauline World" 
accompanies the volume. 

9. The Life and Epistles of St. Paul. 
Thomas Lewin, M. A., F. S. A. This book 
is on the plan of Conybeare and Howson, 



12 



but not so exhaustive or scholarly. It is 
rich in maps, charts, and illustrations, but 
is quite expensive. 

10. The Student's Life of Paul. G. H. 
Gilbert, D. D. A presentation of the his- 
torical facts of Paul's biography in compact 
form. The comments sometimes need 
modification and simplification. 

11. The Man Paul. R. E. Speer, M. A. 
A sympathetic and practical series of 
studies on Paul's personality abounding in 
Scriptural references and literary quota- 
tions. 

12. The articles on "Paul" in the En- 
cyclopaedia Britannica and Hastings' Bible 
Dictionary are valuable. Many good com- 
mentaries on the text are available, such 
as Cambridge Bible for Schools and Col- 
leges, Stokes on Acts in the Expositor's 
Bible, Parker's People's Bible, volume en- 
titled The Apostolic Age, Ryle's Ex- 
pository Thoughts, Meyer, Godet, Light- 
foot, etc. 

Findlay is good on the Epistles, and 
Stevens' Pauline Theology is the most 
readable and up-to-date theological hand- 
book on this subject in English. On the 
Apostolic Age there are McGiffert, Purves, 
Schaff, Bartlett, etc. Other volumes for 
reference are Bruce, St. Paul's Conception 
of Christianity; Somerville, St. Paul's Con- 
ception of Christ ; Abbott, The Life and Let- 
ters of St. Paul the Apostle; Cone, Paul 
the Man, the Missionary and the Teacher; 
Rees, The Life of Paul ; Meyer, Paul a 
Servant of Jesus Christ; Smith, The Voy- 



13 



age and Shipwreck of St. Paul; F. W. H. 
Myers' poem, Saint Paul; Bird, Paul of 
Tarsus, for young people. 

Any one may obtain these books, or in- 
formation about them, by applying to the 
International Committee Young Men's 
Christian Associations, 3 West Twenty- 
ninth street, New York. 



14 



STUDIES IN THE LIFE 
OF PAUL. 



STUDY 1. 

PAUUS EARLY DAYS. 

(For Daily Readings see page 120.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), the texts referred to, also Acts 
vii. and viii. 

Paul looms up in the popular mind, as a 
man, energetic, commanding, masterful. 
We are apt to dwell in thought upon the 
extensive travels and varied experiences of 
his riper years, forgetting that he was once 
a boy. In the study of his early days let 
us associate him in our minds with the boy 
John, growing up in the lonely highlands 
of Judea, and with the boy Jesus, increasing 
in wisdom and stature among the hills of 
Galilee. In the environment of his boy- 
hood we shall find much to explain the 
youth and the man. 

The Home. 

I. His family, 
(i) Father. 

a. Roman. Acts xxii : 28. 

What was the significance of 



15 



this fact to Paul ? Acts xxii : 25, xxv : 16, 
xvi : 37. 

b. Pharisee. Acts xxiii : 6. 

Note that Paul was a Phari- 
see by birth ("a son of Pharisees") and by 
belief ("the hope and resurrection of the 
dead"). Cf. Acts xxvi: 5; Matt, xxii: 23. 

c. Tribe of Benjamin. Rom. 

xi: I. 

(2) Mother. 

What does the absence of refer- 
ences by Paul to his mother imply ? 

What trait of Paul is discover- 
able in Rom. xvi: 13? 

(3) Sister. Acts xxiii: 16. 

Paul never refers to his relations 
with his family. Why? 

2. His religious training. 

(1) Circumcision. Phil. iii:5. 

He was thus admitted to the 
covenant relation of his fathers, and prob- 
ably received the Hebrew name of Saul at 
this time. 

(2) Memorizing of Scripture. 
Jewish children were taught the 

Shema, Deut. vi : 4-9, and the Hallel, Psa. 
cxiii-cxviii. 

(3) Jewish history. Deut. vi: 20-25, 

xi : 19. 

From what point of view were 
the children taught to interpret the history? 

(4) Trade. Acts xviii : 3. 

"What is commanded of a 
father towards his son?" asks a Talmudic 
writer. "To circumcise him, to teach him 
the law, to teach him a trade." 

16 



The City. 



1. Situation. 

In what province was Tarsus sit- 
uated ? Acts xxi : 39, xxii : 3, xxiii : 34. 
On what river? 

" And southward to Cilicia's shore, 
Where Cydnus meets the billows' roar." 

Near what pass? Distance from the 
sea? Character of the region? See 
"Scenery of Tarsus," Conybeare and How- 
son, chap. ii. How account for the apparent 
indifference of Paul to this magnificent 
scenery ? 

"As compared with Luther and Zwin- 
gle, Calvin was indifferent to nature. 
Although living for so many years at 
Geneva, he made no allusion in his letters, 
says his biographer, to the wonderful beauty 
with which he was surrounded.'' Allen, 
Continuity of Christian Thought, foot-note, 

p. 344. 

2. Features. 

" Surely in toil or fray, 
Under an alien sky. 
Comfort it is to say, 
Of no mean city sun I." 

— Kipling re Bombay^ ''''Seven Seas.'* 

(i) University center. 

Does Gal. iii : 24 (7rat5a7w76s, tu- 
tor) suggest that Paul attended school at 
Tarsus? If he did not, estimate the possi- 
ble influence upon him of the intellectual 
atmosphere. 

"It was one of the three princi- 
pal university cities of the period, the other 
two being Athens and Alexandria; and it 

17 



was said [by Strabo] to surpass its rivals 
in intellectual eminence." Stalker, IF 15. 

(2) Commercial center. 

Show the advantages of the sit- 
uation as a distributing point for the prov- 
inces. Products of the region? Stalker, 
IT 15. 

Coins of Tarsus bear the word 
jj.r]Tp6iro\L$ (metropolis). 

Note how Paul's language is in- 
fluenced by city life, while Christ's breathes 
that of the country. 

(3) Baal- worship center. 

See Stalker, 1[ 18, and Farrar, 
pp. 28-30. Probably the scenes witnessed 
here confirmed him in his pure Jewish 
faith and made possible the description of 
heathenism in Romans i. 

PRACTICAL LESSON. 

God's Purpose Manifested in the Earliest 
Surroundings of Each Life. 
Gal, i: 15. 

"Who does not see how fit a place this 
was for the apostle of the Gentiles to be 
born in? As he grew he was unawares 
being prepared to encounter men of every 
class and race, to sympathize with human 
nature in all its varieties, and to look with 
tolerance upon the most diverse habits and 
customs." Stalker, Life of St. Paul. 

"Nor is there any accident in the ordering 
of the place, the conditions, the circum- 
stances of any child of God." 

18 



*' Thou cam'st not to thy place by accident; 
It is the very place God meant for thee." 

—J. R. Miller^ Building of Character. 

BIBLIOGRAPHY. 

Con^'beare and Howson, Vol. I., pp. 26-62. 

Stalker, paragraphs 13-18. 

Iverach, pp. 1-3. 

Farrar, Vol, I., chapter ii. 



19 



STUDY 11. 



PAUL THE STUDENT. 

(For Daily Readings see page 120.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), the texts referred to. 

Probably Paul was about thirteen years of 
age when sent from Tarsus to study at 
Jerusalem. To most boys the departure 
from the birthplace is a sorrowful home- 
leaving. To Paul, the youthful patriot, it 
would really be a glad home-going. Imagine 
his joyous emotion as he drew near "the 
city of the great King." See Psa. cxxii, 
cxxxvii: 5, 6. 

Trace on a map the probable route by sea 
and land. Illustrate the student's position 
at the feet of the teacher. Cf. Luke x : 39. 
The custom became a proverb, "Place thy- 
self in the dust at the feet of the wise." 

In College at Jerusalem. Acts xxii : 3. 

I. His teacher. 

Note the four facts regarding Gama- 
liel mentioned in Acts v : 34. 

(i) Member of the Sanhedrin {kv 
tCj (Twedplcp, in the Sanhedrin), vs. 21, 27, 
41. His dignity and influence would be com- 
parable to that of a member of the Supreme 
Court. 



20 



(2) Pharisee. Like what other 
Pharisees of the New Testament? 

In what respects different from 
the characteristic Pharisee ? Acts v : 38, 39. 
Cf. Matt, xxiii. 

(3) Doctor of the law. His title 
rabbi means more than D. D. — "a minister, 
a teacher and a lawyer, all in one." Stalker. 
Gamaliel was one of seven Jewish doctors 
who received the title Rabban, which means 
"my great teacher." 

(4) A popular professor, "had in 
honor of all the people." R. V. 

A thorough teacher. Acts 

xxii : 3. 

2. His studies. 

(1) Bible. 

"The Old Testament was his 
chief text-book in the Jewish school." 
Stevens' Pauline Theology. What evi- 
dence can be adduced of his familiarity with 
all parts of the Old Testament? 

Why does Paul use the Old 
Testament for argument or illustration with 
Jews but not with Gentiles? Note that 
there are no quotations in I., H. Thess., 
Phil., Col. 

(2) Tradition. Gal i : 14, cf. Mark 
vii : 3-13. 

Gamaliel was son of Simeon and 
grandson of Hillel, and Hillers school 
placed tradition first, while the opposing 
school of Shammai placed the law first. 

21 



(3) Greek. 

a. Addresses to Corinthians, 
Acts xviii : 4, 8, 1 1 ; Athenians, Acts xvii : 
22 seq. ; Bereans, Acts xvii : I2. 

b. Disputes with Epicureans 
and Stoics, Acts xvii: 17, 1 8. 

c. Quotations from Greek au- 
thors, Acts xvii : 28 ; I. Cor. xv : 33 ; Titus 
i : 12. 

In the College of Experience. 

Gibbon says we have two educations, one 
from teachers and one from affairs; one 
from books and one from the care, responsi- 
bility and experience of life. 

Study carefully Phil, iv: 11-13. 

1. Adversity. 

He knew what it was "to be abased," 
"to be hungry," "to be in want." 

He knew also what it was to stand 
friendless and alone. H. Tim. iv: 16. 

" In times of prosperity friends will be plenty, 
In times of adversity not one in twenty." 

Like Christ (Heb. v : 8) "he learned 
obedience by the things which he suffered." 
H. Cor. xi : 2^-2.^, 

2. Prosperity. 

He knew what it was "to be filled," 
"to abound." "God tries His people, not by 
a steady course of prosperity, or by long- 
continued and uniform adversity, but by 
transition from one to the other." Barnes. 
It is pleasant to think of the measure of 



22 



prosperity which Paul enjoyed in his old 
age. Acts xxviii : 30, 31. 

3. His great lesson. 

Was it contentment with earthly or 
spiritual conditions? Phil, iii: 12-14. (Cf. 
I. Tim. vi : 6, 8, and the thought of Heb. 
xiii: 5.) 

" Lord! I would clasp thy hand in mine, 
Nor ever murmtir nor repine; 
Content whatever lot I see, 
Since 'tis my God that leadeth me." 

—J. H, Gilmore. 

PRACTICAL LESSON. 

Christ the Master Teacher. Col. ii: 3. 

"I have learned," "I know," "I am in- 
structed" (Phil iv:ii, 12) — these are the 
words of a student. Ask Paul where did 
he learn. At the feet of Gamaliel? In the 
college of experience? Yes, much there, 
but most in the school, and at the feet of 
"Christ in whom are hid all the treasures 
of wisdom and knowledge." His training 
resulted in confidence, — "I can do all 
things," — and reliance upon Christ, — 
"through Christ which strengtheneth me" 
tQ ivdvpa/JLOvpri /Ae=:lit., "in him who 
dynamites me," or by him who imparts 
spiritual power). 

" The world sits at the feet of Christ, 
Unknowing, blind, and tmconsoled; 
It yet shall touch His garments' fold. 
And feel the heavenly Alchemist 
Transform its very dust to gold." 

— Whittier. 



23 



BIBLIOGRAPHY. 



Conybeare and Howson, Vol. I., pp. 63-78. 

Stalker, paragraphs 21-30. 

Iverach, pp. 4, 5. 

Farrar, Vol. I., chapter iii. 

For a good sermon on Gamaliel, illustrating his 
tolerance, see Brooks' Sermons in English 
Churches, p. 243. See also Matheson's My Aspira- 
tions, p. 21. 



24 



STUDY III. 



PAUL THE PERSECUTOR. 

(For Daily Readings see page 120.) 

References. Study carefully, with Revised Ver- 
sion (and Greek) the texts referred to. 

Just how long Paul was a student under 
Gamaliel we do not know. Nor may we 
say with certainty where he spent the years 
between his graduation and his re-appear- 
ance at the stoning of Stephen. It is gen- 
erally conjectured that he either returned 
to Tarsus or lived with his sister at Jeru- 
salem. The point which strikes us with 
much force in this study is the absence of 
that spirit of tolerance for which his mas- 
ter, Gamaliel, was noted. 

His Spirit and Methods. Acts viii : 

1-4, ix: 1, xxii: 4, 19, 20, xxvi: 
11. 

How do the texts manifest a spirit, bit- 
ter, violent, uncompromising, thorough? 

Enumerate the methods employed by 
Paul. 

Is there any evidence that Paul himself 
killed anyone? 

"Paul was the heart and soul of the en- 
deavor to stamp out the Christian faith." 
Farrar. 



25 



His Explanations of His Conduct. 

Acts xxvi: 9-11; Phil, iii: 6; I. 
Tim. i: 13. 

Study the texts and see how he attributes 
his conduct to 

1. Conscience, an inward conviction, 
arising from a false sense of duty. 

2. Zeal, misdirected and without knowl- 
edge. 

3. Unbelieving ignorance. He now re- 
gards as blasphemy what he once thought 
he ought to do. 

Other Probable Causes of His Oppo- 
sition to Christianity. 

1. Christ's preaching against tradition. 
Mark vii : 3-13. See "Tradition" in Study 
II., 2 (2). 

Christ had preached against tradition 
over which Saul was so zealous. Saul was 
a Pharisee on account of his traditions. 
Probably the disciples preached as Christ 
did. 

2. The suffering, crucified Christ's claim 
to Messiahship antagonistic to Paul's Phari- 
saic ideals. Find indications of this claim 
also in the preaching of Peter, Stephen and 
Philip. 

What inference regarding Paul's feel- 
ings at this time may be drawn from Rom. 
i:i6? 

3. The increase of disciples. Acts i : 15, 
ii : 41, iv : 4, v : 14, vi : i, 7. 

26 



4. Stephen's address. Acts vii, espe- 
cially vs. 51-53. Estimate the effect of this 
address upon Paul. Note that the speech 
contained an echo of Jesus' denunciation of 
Pharisaism — an accusation of worldliness, 
hypocrisy and resistance of God's messen- 
gers — and showed how punishment or grace 
had no effect. 

Effects of the Memory of the Per- 
secution on Paul's Mind. 



I. Cor. XV : 9 ; Acts xxvi : 10 ; I. Tim. 
i : 15 ; Eph. iii : 8. 



PRACTICAL LESSON. 

Though Sin Be Forgiven Its Effects 

Remain. 

" Saint, did I say? with your remembered faces, 
Dear men and women, whom I sought and slew — 
Ah! when we mingle in the heavenly places, 
How will I weep to Stephen and to you! " 

— W. H. Myers^ Saint Paul. 

Repentant and remorseful, Byron in- 
scribed these lines to his sister, Augusta 
Leigh : — 

" I can reduce all feelings but this one. 

And that I could not; for at length I see 
Such scenes as those wherein my life begun. 
The earliest — even the only paths for me — 

Had I but sooner learnt the crowd to shun, 

I had been better than I now can be; 
The passions which have torn me would have 
slept, 

I had not suffered, and thou hadst not wept." 



27 



BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., pp. 87-96. 

Stalker, paragraphs 31-38. 

Iverach, pp. 9-14. 

Farrar, Vol. I., chapter ix. 



28 



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29 



STUDY IV. 



PAUL THE CONVERT. 

(For Daily Readings see page 120.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts ix: 1-18, xxii: 5-16, xxvi: 12- 
23. 

Lord Lyttleton and Gilbert West, Esq., 
who had imbibed principles of infidelity 
from a superficial view of the Scripture, de- 
termined to test the truth of Christianity 
by bringing the weight of their intellects to 
bear upon the conversion of Paul, and the 
resurrection of Christ, respectively. Each 
sat down to his task feeling that if these 
events could be successfully disproved 
Christianity could be overthrown. As a re- 
sult of their independent study each was 
converted to Christianity and their pub- 
lished conclusions are valuable apologetic 
literature. 

Three Accounts of His Conversion. 

1. By Luke, Acts ix : 3-9. 

2. By Paul on temple steps. Acts xxii: 
6-11. 

3. By Paul before Agrippa, Acts xxvi: 
12-18. 

Note the significance of the fact that there 
are three accounts of this event in the 
brief book of Acts. 

In what important points do the accounts 
agree ? 

Make a parallel list of the differences in 

30 



the accounts, regarding the voice, the ef- 
fects, the words spoken. 
Study the text by the following outline : — < 

1. The journey. 

See "Damascus" in Bible Dictionary. 

What is the distance and time of 
journey from Jerusalem to Damascus? 

What was the probable means of 
journeying? 

Trace the probable route upon a map. 

Dean Howson says: "No journey 
was ever taken on which so much interest is 
concentrated as this of Paul from Jerusalem 
to Damascus. It is so critical a passage in 
the history of God's dealings with man, and 
we feel it to be so closely bound up with all 
our best knowledge and best happiness in 
this life and with all our hopes for the 
world to come, that the mind is delighted 
to dwell upon it, and we are eager to learn 
or imagine all its details." 

2. The light. 

How is the light characterized in the 
three accounts ? ix : 3, xxii : 6, xxvi : 13. 

At what time did it appear? 

The bearing of this on the theory that 
it was a natural phenomenon? * 

3. The words spoken. 
Who heard the voice? 

Note the difference in Greek between 
T^v (f)wvT)v (ix:4, xxii : 9, xxvi: 14), an ar- 
ticulate sound, and r^s (pwvrjs (ix: 7), an in- 
articulate sound. (See Cambridge Bible on 
Acts, in loco.) Consider carefully the 
words spoken. 

(i) "Saul, Saul, why persecutest 
thou me?" 



31 



Here the address 2aoi5X, Saoi^X 
(Saul, Saul), is in the Aramaic, which 
Christ spoke upon earth. Elsewhere in 
Acts Luke uses the Greek 2auXos (Saul). 

What lesson for Paul in "thou 

me"? 

(2) "Who art thou, Lord?" 

Did Paul recognize the Divine 
nature of the vision? 

We might expect that the mani- 
festation of the Lord to this persecutor 
would be overwhelming in majesty and om- 
nipotence, but note what follows. 

(3) "I am Jesus (of Nazareth, xxii: 
8) whom thou persecutest." 

Not Son of God, King of 
heaven, but the Carpenter of Nazareth. The 
significance of this revelation to Paul? 

(4) "It is hard for thee to kick 
against the pricks." R. V. — goad. 

Do these words justify a com- 
mon interpretation that Paul was engaged 
in persecution in order to escape the pricks 
of conscience? 

(5) "What shall I do. Lord?" Cf. 
Acts xxvi: 19. 

(6) "Arise and go," etc. 

Note the definiteness of the work 
laid out for him. 

4. The effects, 
(i) On Paul. 

a. Blindness. "Saw no man." 
ix:8. R. V.-""Saw nothing." Why? 
xxii : II. 

b. Submission. "What wilt 
thou," etc. "Not disobedient," etc. 



32 



(2) On companions, ix : 7. 

a. "Stood speechless." Cf. 
xxvi : 14. "Stood" — were, or remained. 

b. "Were afraid." xxii : 9. 

c. "Hearing a voice." R. V. 
Marg. — sound. Cf. John xii : 28, 29. 

d. "Seeing no man." Cf. 

xxii : 9. 

PRACTICAL LESSON. 

To Enter Into a Personal Relation With 
Christ is the Beginning of the 
Christian Life, 

For some men conversion means a storm 
of cyclonic force, only more protracted. 
Paul and Augustine are types of those who, 
while rushing on in a mad career, were 
"apprehended," as if you were to check 
Niagara half way over its fall. But for the 
majority of men there is no rupture and no 
break. For them conversion is as easy and 
natural a process as the unfolding and 
opening of the bud into the full-blown 
flower. There are sudden conversions and 
gradual conversions. In either case the 
beginning of the new life is marked by en- 
tering into a personal relation with Christ. 

" I heard the voice of Jesus say, 

'I am this dark world's light; 
Look unto me, thy morn shall rise, 

And all thy day be bright! ' 
I looked to Jesus, and I found 

In Him my Star, my Sun; 
And in that light of life I '11 walk 

Till all my journey 's done." 

— Horatius Bonar. 



33 



BIBLIOGRAPHY, 



Conybeare and Howson, Vol. I., pp. 101-113. 
Stalker, paragraphs 39-45. 
Iverach, pp. 18-20. 
Farrar, Vol. I., chapter x. 

Lord Lyttleton's Observations on the Conver- 
sion of St. Paul has been reprinted by the Ameri- 
can Tract Society (25 cents). See also Stevens' 
Pauline Theology, chapter i.; Fisher's Super- 
natural Origin of Christianity, p. 459, seq. 



34 



STUDY V 



PAUL THE CONVERT.— Continued. 

(For Daily Readings see page 120.) 

References. Review Study IV. Study care- 
fully, with Revised Version (and Greek), Gal. i: 15, 
16; Phil, iii: 5-7; I. Cor. xv: 8, 9. 

There is no account of Paul's conversion 
in his epistles, but certain references con- 
tain valuable information about his own 
view of its reality, its suddenness, and its 
results in his life. This personal testimony 
occurring incidentally in letters devoted to 
other topics is evidence of the highest kind. 
The contents of the references are consist- 
ent with the detailed accounts of the Acts. 

Three References to His Conversion 
in Paul's Epistles. 

1. Gal. i: 15, 16. In justification of his 
apostleship. Cf. v. i. 

2. Phil, iii : 5-12. In explanation of his 
seeking righteousness in Christ rather than 
righteousness through the law. 

3. I. Cor. XV : 8, 9. The climax of the 
appearances of the risen Lord. 

Study the table on page 38. 

I. Reality of the conversion. 

What evidences to show that Paul was 
not an impostor, an enthusiast, or deceived 

35 



by others? (The Conversion of St. Paul 
by Lord Lyttleton.) 

Renan says the vision was due to 
fatigue of journey, ophthalmia, fever with 
delirium and a thunderstroke. Pfleiderer 
attributes it to temperament and environ- 
ment. 

How would Paul reply to these ? Acts 
ix: 17, xxvi: 16; I. Cor. ix: i. 

"The conversion of Paul is a psycho- 
logical and ethical problem, the solution of 
which is to be found only in the actual ap- 
pearance of Jesus Christ to his senses as he 
believed this to have taken place. Nothing 
but his certainty of that appearance could 
have convinced him that Jesus was raised 
from the dead and was therefore the Mes- 
siah and the Son of God. Nothing but the 
fact itself can, under the circumstances, 
fairly account for the certainty." Prof. 
Findlay article, Paul the Apostle, Hast- 
ings* Bible Dictionary. 

2. Suddenness of the conversion. 

Are there any indications in the Acts 
or Epistles of progressive stages? 

What evidence that Paul regarded it 
as a sudden change ? Gal. i : 16 ; Phil, iii : 
6, 7 ; I. Cor. xv : 9, 10. 

3. Results of his conversion. 

How would Paul's family probably 
regard his conversion from Judaism to 
Christianity ? 

How may this have a bearing on his 
poverty ? Acts xx : 34. 

Ramsay, commenting on Phil, iii : 8, 



36 



says, "These emphatic words suit the 
mouth of one who had been disowned by 
his family and reduced from a position of 
wealth and influence in his nation to poverty 
and contempt." St. Paul the Traveller, p. 36. 

How is the ruling purpose of his life 
changed? Phil, iii: 12. 

What event in Christ's life becomes 
the basis of his gospel ? Acts xiii : 30-37 ; 
I. Cor. XV : 14. 

How are his religious beliefs changed? 
Phil, iii : 6, 7. 

What new Christ-like elements are 
introduced into his life ? I. Cor. xv : 9, xiii. 



37 



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38 



PRACTICAL LESSON. 



The Call to the Christian Life is a Call 

to Service, 

To enter into a personal relation with 
Christ means more than personal salvation, 
which is self-interest; it means service for 
the salvation and welfare of others, which 
is self-denial and self-sacrifice. It means 
laying down one's life for the brethren, 
which, being interpreted, is living for them, 
and possibly in the end dying for them. 
"The joyful life," said Henry Drummond, 
"is the life of the larger mission, the dis- 
interested life, the life of the overflow from 
self, the 'more abundant life' which comes 
from following Christ." 

I will go where you want me to go, Lord, 
Over mountain, or plain, or sea; 

I will do what you want me to do, Lord, 
I will be what you want me to be." 

— Mary Brown. 

BIBLIOGRAPHY. 
Iverach, pp. 15-17. 

Keble's Christian Year, poem entitled " The 
Conversion of St. Paul." 
Sabatier, p. 47. 



39 



STUDY VI. 



PAUL THE APPRENTICE. 

(For Daily Readings see page 120,) 

References. Study carefully, with Revised Ver- 
sion (and Greek), the texts referred to, also Gal. i. 

In this study we see how the worker was 
further prepared for his work. He did not 
go at it immediately after his conversion, 
but had varied experiences and much train- 
ing. About three years were spent in Arabia 
and Damascus, and probably ten years in 
Syria and Cilicia (supposing the fourteen 
years of Gal. ii : i, to include the year at 
Antioch, Acts xi : 26, and three years al- 
lowed for the first missionary journey). 
Then we must take into account the in- 
fluences of his previous training and en- 
vironment, and the contributions from the 
dominant races which met in him. 

Period Between Conversion and 
First Missionary Journey. 

1. At Damascus. Acts ix: S-iQa. 

(1) Meditation and Prayer, vs. 9-1 1. 

(2) Receiving instruction, vs. 17- 
19a. Cf. xxii : 13-16. 

2. In Arabia. Gal. i : 17. Stalker, IT IT 

51-53. 

" If chosen men could never be alone 

In deep mid-silence open-browed to God, 
No greatness ever had been dreamed or done." 



40 



3. At Damascus. Acts ix : 19&-22. 
Preaching. Cf . Acts xxvi : 19, 20. 

4. Visit to Jerusalem. Acts ix : 26-29. 

(1) Meets Barnabas. 

(2) Meets the apostles. 

The significance of these meetings? 

5. In Syria and Cilicia. Acts ix : 30, cf. 
Gal. i : 21. 

Stalker, 1[T 68, 69. 
For evidence of the work done at this 
time, see Acts xv:4i. 

6. At Antioch. Acts xi : 25, 26. 
Experience in practical missionary 

work with Barnabas. 

7. Mission to Jerusalem. Acts xi : 27-30. 
Ramsay (St. Paul the Traveller, pp. 

61-64) puts the trance of Acts xxii : 17-21 
here, while Gilbert (Student's Life of Paul, 
p. 50) puts it during the visit of Acts ix. 

8. Return to Antioch. Acts xii : 24, 25. 

Paul's Preparation for Missionary 
Work . 

Consider. 

1. Importance of Roman citizenship. 

2. Home training in Old Testament 
Scriptures. 

3. Various influences of Tarsus. 

4. Value of trade for self-support. 

5. His training as a rabbi. 

6. His divine call. 

7. (14?) years' Christian experience. 

8. Acquaintance with the apostles. 

41 



Preparation of the Known World 
for Paurs Work. Stalker, It 
73-78. 

1. Greeks. 

Consider how they prepared the way 
in preparing a universal language. 

2. Romans. 

Consider how they prepared the way 
in furnishing roads for communication, and 
protection for Roman citizens. 

3. Jews. 

Consider how they prepared the way 
in furnishing synagogues and in maintaining 
monotheism. 

In considering these points remember 
that Paul was a Greek in culture, a Roman 
in citizenship, and a Jew by birth. 



42 



PRACTICAL LESSON. 



The Gradual Development of Life-purpose 
and Life-work. 

If a man's life-purpose be to do the will 
of God, the plan of God for his life will be 
unfolded, for it is true, according to the 
title of one of Horace BushnelFs great 
sermons, that "Every man's life [is] a plan 
of God." The lives of Moses and Samuel, 
David and Paul show how the Divine plan 
was gradually revealed to them until they 
apprehended it and progressively realized it. 
Far more important than place, or pay, or 
prominence, is the question of doing the 
will of God. 

" And as the path of duty is made plain, 

May grace be given that I may walk therein, 

Not like the hireling for his selfish gain, 
With backward glances and reluctant tread, 
Making a merit of his coward dread; 

But, cheerful, in the light around me thrown, 
Walking as one to pleasant service led, 

Doing God's will as if it were my own. 

Yet trusting not in mine, but in His strength 
alone!" 

— Whittier, 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., pp. 117-160. 
Stalker, paragraphs 51-53, 68-72. 
Iverach, pp. 29-43. 

Farrar, Vol. I. ; read selections from chapters xi. 
to xviii. 

See a splendid address on "St. Paul as a Mission- 
ary," dwelling on this preparatory period, in 
"Report of the American Inter-Seminary Mission- 
ary Alliance," 1893. 

Read Whittier's poem entitled " The Mission- 
ary," "Early Poems of Whittier," p. 202. 



44 



STUDY VII. 



PAUL THE MISSIONARY. 

(For Daily Readings see page 121.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts xiii., xiv., except the ser- 
mon. Draw a map of the journey. 

A working knowledge of the missionary 
journeys of Paul is fundamental, because 
they contain the material for most of the 
following studies. We omit a study of ser- 
mons, miracles, etc., for these are taken up 
under other headings. The routes and 
places mentioned should be thoroughly mas- 
tered so that the student can trace each 
journey from memory. Only scanty and 
condensed outlines are left to us, but they 
are sufficient to reveal a man of wonderful 
tact and courage, patience and endurance. 

First Journey. Acts xiii., xiv. 

I. The choice of the missionaries, vs. 1-3. 

For the rise and growth of the church 
at Antioch see Acts xi : 19-26. 

Through what agency would the will 
of the Holy Ghost be made known? 

For the prophet, as (i) foreteller of 
events, see Acts xi : 27, 28, xxi: 10, 11; as 
(2) forthteller of truth, see I. Cor. xii : 28, 
29, xiv: 3, 5. 

How did the church manifest the im- 
portance it attached to the mission? 



46 



2. Companions. 

What facts known about Barnabas 
and Mark? 

3. Cyprus, vs. 4-12. 

What led them to go to Cyprus first? 
Acts iv : 36, xi : 19, 20. 

Note the three following events at 
Paphos. 

(1) Elymas struck blind. The cause 
of his opposition ? Cf . Acts xvi : 19. 

"The magician here was act- 
uated chiefly by the fear of losing his 
place in the governor's train." (Ramsay, 
St. Paul, etc., p. 79.) 

Note Paul's remarkable eyes. 
Acts xiii : 9, xiv : 9, xxiii : i. 

What else is known of Paul's 
personality ? 

(2) Cohversion of Roman governor. 
The power of the gospel shown 

in reaching an educated official, <tvv€t6s — 
"man of understanding." R. V. 

(3) Change of name from "Saul" to 
"Paul." 

What possible reason for the ex- 
clusive use of the latter name in the text 
thereafter ? 

4. Perga. v. 13. 

Mention probable reasons for Mark's 
desertion. 

"Either he did not like the work or he 
wanted to go and see his mother." Mat- 
thew Henry. 



47 



II. Cor. xi : 24-27 may suggest a 
reason. 

"Faintheartedness." Bartlett, Apos- 
tolic Age, p. 69. 

At any rate Mark's desertion was rep- 
rehensible. Acts XV : 38. 

5. Antioch in Pisidia. vs. 14-51. 
Why so called? 

(1) First Sabbath, vs. 14-43. 

To whom was the sermon 

preached ? 

What information about the 
synagogue service? 

(2) Second Sabbath, vs. 44-48. 

To whom was the sermon 

preached and why? 

Results of the preaching? 

6. Iconium. xiii : 51 — xiv : 5. 

The mission was characterized by 
(i) success, xiv: i; (2) opposition, vs. 2, 5; 
(3) healing ministry, v. 3; (4) party di- 
vision, V. 4. 

7. Lystra. vs. 6-20. 

(1) Healing of the cripple, vs. 8-10. 

Why was Paul likened to Mer- 
cury and Barnabas to Jupiter? vs. 11-18. 

(2) The stoning of Paul. vs. 19, 20. 
How account for the revulsion 

of feeling? 

Note Lystra's bad prominence. 
II. Cor. xi : 25. 

8. Derbe. v. 20. 

Probable convert here ? Acts xx : 4. 

48 



g. Return via Attalia, omitting Cyprus, 
vs. 21-28. 

Consider how Paul was at Derbe, 
within a short distance of Tarsus, his home, 
but, courageous hero that he was, he went 
back through the cities where he had been 
ill-treated, vs. 22-26. 

"The total distance traveled by the 
missionaries was about fourteen hundred 
miles, half by land and half by water. A 
conservative estimate of the time occupied 
by the tour is perhaps three years." Gil- 
bert, Student's Life of Paul, p. 86, foot-note. 

10. Report of the tour. 

Picture the first missionary meeting 
at Antioch. v. 27. 

11. Results of this journey. 

(i) Paul was henceforth to be a mis- 
sionary to the Gentiles. When he started 
out his intention was to labor among Jews 
only. 

"He must have returned to An- 
tioch with, a firmer conviction than ever that 
his life-work was to be the evangelization of 
the heathen world, and with the fixed deter- 
mination to continue at the earliest oppor- 
tunity the campaign so successfully begun.'* 
McGiffert, Apostolic Age, p. 192. 

(2) Paul's supremacy as a religious 
teacher was established. When they started 
out it was Barnabas and Saul ; always af- 
terwards (with two exceptions easily ex- 
plained. Acts xiv:i2, xv: 12, 25) it was 
Paul and Barnabas. 

(3) Christian churches were 
founded wherever possible. 



49 



PRACTICAL LESSON. 



The Christian Worker's Methods, 

Paul was always building for the future. 
He trained men {e. g.y Timothy, Gaius), 
established self-governing and self-support- 
ing churches, converged on the centers of 
population, and was never off duty in per- 
sonal endeavor to lead men to Christ. In 
this latter art — ^the greatest art in the world 
— he was a master. He knew that man's 
will had to be influenced and his heart 
turned, and he adapted his methods accord- 
ingly. Thus did Henry Drummond, who 
at the age of twenty-two, wrote a paper on 
"Spiritual Diagnosis," arguing for a science 
in seeking to guide an awakened sinner to 
Christ. 

" We who so tenderly were sought, 
Shall we not joyful seekers be, 
And to Thy feet divinely brought. 
Help weaker souls, O Lord, to Thee? 

" Celestial Seeker, send us forth! 
Almighty Lover, teach us love! 
When shall we yearn to help our earth, 
As yearned the Holy One above? " 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. L, pp. 161-244. 
Stalker, paragraphs 79-88. 
Iverach, pp. 47-57. 

Farrar, Vol. L; read selections from chapters xix. 
to xxi. 

Purves, The Apostolic Age, chapter vi. 



50 



STUDY VIII. 



PAUL THE MISSIONARY.— Continued. 
(For Daily Readings see page 121.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts xv: 36 to xviii: 22 (omit 
speeches, miracles, and visions, which will be 
studied separately). Draw a map of the journey. 

The account of the conference at Jerusa- 
lem recorded between the first and second 
journeys is taken up under "Paul the Apolo- 
gist," and the speeches, miracles and visions 
are studied separately. "This journey," 
says Dr. Stalker, "is perhaps the most mo- 
mentous recorded in the annals of the hu- 
man race. In its issues it far outrivaled 
the expedition of Alexander the Great, 
when he carried the arms and civilization 
of Greece into the heart of Asia, or that of 
Caesar, when he landed on the shores of 
Great Britain, or even the voyage of Colum- 
bus, when he discovered a new world." 

Second Journey. Acts xv: 36 to 
xviii: 22. 

1. Primary objects of the journey. 
XV : 36. 

2. Companions. 

(i) Silas, a delegate from the Jeru- 
salem church to the Antioch church, xv : 27 ; 
a prophet, xv : 32 ; chosen by Paul, xv : 40. 

Where is Mark ? xv : 39. 

Why did Paul refuse to take 
Mark ? xv : 37, 38. 



52 



(2) Timothy. xvi:i. Probably a 
convert of the first journey. 

(3) Luke. xvi:io, 11. His advent 
indicated by change of personal pronoun. 

The party — Silas the prophet, 
Timothy the apprentice, Luke the physician, 
and Paul the missionary. 

3. First stage. 

Through Asia Minor to Troas. Acts 
XV : 40 — xvi : 10. 

The route by provinces was (i) Syria 
and Cilicia, a single Roman province, xv: 
41 ; (2) Derbe and Lystra, a region of the 
Province Galatia, xvi: 1-5; (3) Phrygian 
Galatia, xvi: 6; (4) Asia, xvi: 6-10. 

Note the existence of churches in 
Syria and Cilicia. 

Who joins Paul at Lystra? Acts 
xvi : I. 

How did he prepare him and why? 

V. 3. 

Note the guidance of the Spirit in 
vs. 6 and 7. 

Consider the tremendous importance 
of this leading — the gospel goes to Europe 
and not to Asia. 

The direct influence on us? 

Who joined Paul at Troas? Cf. 
"they" in xvi : 7 with "we," "us" in xvi : 10. 

The significance of the vision? 

4. Second stage. Through Macedonia. 
Acts xvi: II — xvii : 14. 

(i) Philippi. xvi: 12-40. Three 
notable conversions, Lydia, damsel, jailer. 

Three national types, Asiatic, 
Greek, Roman. 



53 



Three religious types, Jewess, 
Greek Pagan, Roman Pagan. 

Three social conditions, rich 
merchantwoman, slave, subordinate officer. 

The summary is an illustration 
of the universality of the gospel. 

(2) Thessalonica. xvii : 1-9. 

Luke remains at Philippi. Note 
"they," v. I. 

He rejoined Paul on the third 
journey, xx : 6. 

(3) Berea. xvii: 10-14. 

Silas and Timothy remain here. 
What is noteworthy in Paul's 
reception at Berea? 

5. Third stage. Through Achaia. xvii: 
15 — xviii : 17. 

(1) Athens, xvii: 15-34. 

How did Paul adapt himself to 
existing conditions? 

The results of the work in 

Athens ? 

(2) Corinth. Acts xviii : 1-17. 

His stay with Aquila and Pris- 
cilla. vs. 1-3. 

Rejection by Jews. vs. 4-6. 

Welcomed by Gentiles, vs. 7, 8. 

How long did Paul stay at 
Corinth? vs. 11, 18. 

How was he employed? 

6. Return to Antioch. vs. 18-22. 

Why did Paul hasten to Jerusalem? 

V. 21. 

The extent of the journey from Antioch 
back to Antioch was about twenty-five hun- 
dred miles, occupying about two and a half 
years. 



54 



7. Results of the journey. 

(1) Paul met Luke, "the beloved 
physician," who afterwards became his 
biographer. 

(2) Paul wrote his first two letters — 
First and Second Thessalonians. 

(3) Paul made many converts. Acts 
xvi : 14, 15. 18, 33, 34, xvii : 4, 12, 34, 
xviii : 8. 

PRACTICAL LESSON. 

The Christian Worker^s Message, 

Paul's message centered in such thoughts 
as "Jesus Christ and him crucified," "That 
in all things he might have the preemi- 
nence." See Acts xvi : 31, xvii : 3, xviii : 5. 

Yea, thro' life, death, thro' sorrow and thro' 
sinning, 

He shall suffice me, for He hath sufficed; 
Christ is the end, for Christ was the beginning, 
Christ the beginning, for the end was Christ." 

—F. W. H. Myers' Saint Paul, 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., pp. 292-502; much 
can be omitted. 
Stalker, paragraphs 89-108. 
Iverach, pp. 78-119. 

Farrar, Vol. I.; read selections from chapters 
xxiv. to xxviii. 



55 



STUDY IX. 



PAUL THE MISSIONARY.—Continued. 

(For Daily Readings see page 121.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts xviii: 23 to xxi: 15 (omit 
matter studied under other headings). Draw a 
map of the journey. 

Most of the time during the third journey 
was spent at Ephesus, the capital of Asia. It 
would be well therefore to know something 
about its commerce, for it was a meeting- 
place for the nations; its worship, for there 
was the magnificent temple of Diana with 
its one hundred and twenty-seven columns, 
each the gift of a king; its belief in magic, 
Ephesian letters, amulets, etc., in place of 
which superstition Paul would supply the 
liberating gospel of Christ. (Concise three- 
minute papers might be prepared on these 
subjects.) 

Third Journey. Acts xviii: 23 to 
xxi: 15. 

1. Revisitation of Galatia and Phrygia. 
xviii : 23. 

What was the starting-point of the 
journey and the reason for the revisitation? 
Cf . xiv : 21-23. 

2. Paul's stay at Ephesus. xix: 1-41. 
Why did Paul return to Ephesus? 

xviii : 20, 21. 



57 



What was the teaching at Ephesus 
regarding baptism, by Apollos ? xviii : 24- 
28 ; by Paul ? xix : 1-7. 

Note that two years and three months' 
labor are condensed into xix: 8-12. 

A picture of the triumph of Chris- 
tianity over superstition, xix: 13-20. 

What reasons for the uproar of xix: 
23-41 ? 

What results of Paul's three years of 
labor? Acts xix: 10, xx: 31. 

See Epistle to Ephesians and Rev. 
ii : 1-7. 

3. Revisitation of Macedonia and Greece. 
Acts XX : 1-6. 

Note the places visited and the com- 
panions. 

He stopped at Troas expecting to meet 
Titus (II. Cor. ii : 12, 13) with news of 
the effect of I. Cor. 

4. The journey home. Acts xx:6 — 
xxi : 15. 

(1) Restoration of Eutychus. xx: 

7-12. 

(2) Route from Troas to Miletus. 
XX : 13-16. 

(3) Farewell to Ephesian elders at 
Miletus. XX : 17-38. 

(4) Events during the rest of the 
journey. Acts xxi: 1-17. 

5. Results of the journey. 

(1) Paul strengthened the churches. 
Acts xviii : 23, 27, xx : i, 2, 17, seq. 

(2) Paul promoted a collection for 
the poor at Jerusalem. Gal. ii : 10 ; Rom. 

58 



XV : 25 ; I. Cor. xvi : 1-4 ; II. Cor. ix : 2-4, 

12, 13. 

(3) Paul wrote five letters: First 
and Second Corinthians, Galatians and 
Romans, and another letter to the Corinth- 
ians which has been lost. See I. Cor. v : 9. 

PRACTICAL LESSON. 

The Christian Worker's Motive, 

If Paul were asked to state the motive 
of his labors he could sum it up in the 
words of his Master, "to do the will of him 
that sent me" (John vi : 38. Cf. Acts xxi : 

13, 14). There can be no higher motive for 
a God-sent man in any sphere of life. The 
propelling power in such a man is the con- 
straining love of Christ (II. Cor. v: 14). 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. II., pp. 1-294. 
Stalker, paragraphs 109-114. 
Iverach, pp. 129-157. 

Farrar, Vol. II., chapter xxxi. and chapter xl., 
pp. 272-292. 



59 



STUDY X 



PAUL THE COMPANION AND 
FRIEND. 

(For Daily Readings see page 121.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), the texts referred to. 

Carlyle in Sartor Resartus speaks of 
"the now obsolete sentiment of friendship," 
and in these rushing modern times we are 
bidden, if we would not lose friends, to 
"keep our friendships in repair." From 
Paul we may learn some of the elements 
of true friendship, its faithfulness, — "faith- 
ful are the wounds of a friend," — its con- 
stancy, — "once a friend always a friend," — 
its ardency, its eternity. We may compare 
Paul and his friends with Christ and His 
friends. 

Barnabas and Panl. 

I. Facts about Barnabas. 

(1) Name. Acts iv:36. 

(2) Relationship to John Mark. 
Col. iv : 10. 

(3) Of a religious order. Acts iv: 36. 

(4) Inhabitant of Cyprus. Acts 

iv : 36. 

60 



(5) Personal appearance. Acts 
xiv : 12. 

(6) His character. Acts xi : 24, iv : 
36, xiv : 12, iv : 37. 

2. The colaborers. 

What brought Paul and Barnabas to- 
gether ? Acts ix : 27. 

How did Barnabas show his apprecia- 
tion of Paul's ability ? Acts xi : 22-26. 

Duration and results of their joint 
labors in Antioch ? Acts xi : 26. 

On what service did they go to Jeru- 
salem together ? Acts xi : 29, 30, xii : 25. 

The extent of their joint missionary 
travels? Acts xiii, xiv. 

On what occasion did the two go a 
second time to Jerusalem ? Gal. ii : i, 9 ; 
Acts XV : 2, 12, 30. 

What further labors at Antioch? 
Acts XV : 35. 

3. The separation. 

What difference in creed led to the 
separation? Gal. ii:ii, 13. 

What difference in practice led to the 
separation ? Acts xv : 36-39. 

What results followed the contention? 
Acts XV : 40, 41. 

"Paul had to part in anger from the 
man to whom he probably owed more than 
to any other human being; and Barnabas 
was separated from the grandest spirit of 
the age.'* Stalker. 

61 



" That to be wroth with one we love 

Doth work like madness in the brain; 

And each spake words of high disdain 
And insult to his heart's best brother. 

They parted — ne'er to meet again; 
But never either found another 

To free the hollow heart from paining." 

—Coleridge's ^^Chrtstabel.^^ 

Silas and Paul. 



What was the standing of Silas in the 
Jerusalem church ? Acts xv : 22. 

What function did Silas discharge as a 
prophet ? Acts xv : 32. 

Paul's companion on second missionary 
journey. Acts xv:40 — xxi:i7. Note Ro- 
man citizenship, xvi : 37. Willing to en- 
dure hardness, xvi : 19. 

Special work at Berea, xvii: 14, and at 
Corinth, xviii : 5 ; II. Cor. i : 19. 

What traits did he have in common with 
Paul? 

Timothy and Paul. 

What is known of Timothy's early home 
and religion ? Acts xvi : i, 2, 3 ; I. Tim. i : 2 ; 
II. Tim. iii: 15. 

How did Timothy assist Paul? Acts 
xvii : 14, xviii 15; I. Thess. iii : 2 ; I. Tim. 
1:3. 

A companion on the last journey to Jeru- 
salem. Acts XX : 4. 
Paul's regard for his spiritual welfare. 

I. Tim. i : 18, iii : 15, iv : 14, v : 21, vi : 11. 
Paul's affection for him. I. Tim. i:2; 

II. Tim. i : 2 ; Phil, ii : 19-23 ; I. Cor. iv : 17, 
xvi : 10 ; II. Tim. iv : 9. 

62 



Their names are associated in six of 
Paul's letters. 

What dissimilarities may have attracted 
the one to the other ? 

Luke and Paul. 



Where did Luke join Paul? Acts xvi: 
8-10. "We," "us." 

What indications that Luke remained at 
Philippi? Acts xvi: 40, and that he rejoined 
Paul ? Acts XX : 6, xxi : 15, xxvii : i. 

Study the references to Luke in Paul's 
Epistles. Philem. 24; Col. iv: 14; II. Tim. 
iv: II. 

Note the practical combination of the in- 
dustrial with the medical missionary. 

Luke shared Paul's journeys, dangers, and 
shipwrecks; cheered his imprisonment and 
became his biographer. 

" Two converts watching side by side, 
Alike his love and greetings share: 
Luke the beloved, the sick soul's guide, 
And Demas, named in faltering prayer." 

Keble's Christian Year. 

Paul and Other Friends. Rom. xvi. 



It has been said of Paul that "he had a 
thousand friends and loved each as his own 
soul, and seemed to live a thousand lives in 
them, and to die a thousand deaths when 
he must quit them." 

Had Paul learned the secret of true 
friendship ? John xv : 13. The common 
bond between Paul and his friends? 



63 



PRACTICAL LESSON 



Christian Love the Highest Friendship. 

The deepest soul-satisfaction in this world 
springs from that fellowship which we have 
one with another, because of our common 
bond in Christ. 

" Blest be the tie that binds 

Our hearts in Christian love; 
The fellowship of kindred minds 
Is like to that above." 

— Faucett, 

BIBLIOGRAPHY. 

Conybeare and Howson, Barnabas, Timothy 
and Luke in Index. 
Stalker, paragraphs 71, 72, 79-82, 90, 91. 
Iverach, pp. 69-71, 78, 87. 

Farrar, Barnabas, Timothy, and Luke in Index. 
Read St. Luke and St. Barnabas in the Christian 
Year. 

Trumbull's book. Friendship the Master Pas- 
sion, and Emerson's essay on Friendship will yield 
some good thoughts. 

Ian Maclaren's chapter on "The Goodman of the 
House," in The Upper Room, tells of Christ's 
private friends. 

Companionship vs. Friendship, in Homiletic 
Review, February, 1895. 

Companion Characters, by Hill, p. 878. 



64 



STUDY XL 



1 



PAUL THE LABORER. 

(For Daily Readings see page 121.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), the texts referred to. 

Some men work through fear, and it is 
slavery; some through desire of gain sim- 
ply, and it is sordidness; some through the 
joy of activity, and it is less sordid yet not 
the highest motive. Kipling writes of the 
time 

" When only the Master shall praise us, and only 

the Master shall blame; 
And no one shall work for money, and no one 

shall work for fame; 
But each for the joy of the working, and each in 

his separate star. 
Shall draw the thing as he sees it, for the God of 

things as they are." 

Paul rose above servility, acquisitiveness, 
and the mere joy of the working, to the la- 
bor impelled by love, and has thus set the 
highest standard for all workers. 

Trades Among the Jews. 



Trades mentioned in the New Testament, 
Mark vi : 3, cf. Matt, xiii : 55 ; Acts ix : 43, 
xvi:i4, 15, xix:24; IL Tim. iv: 14. 

The three great duties of Jewish parents 



65 



to a son: (i) Circumcision; (2) teaching 
the law; (3) teaching a trade. 

"If a man does not teach his son a trade 
he teaches him to steal." Talmud. Cf. 
Eph. iv : 28. 

"It was customary for every rabbi to learn 
a trade, for according to the law they were 
not allowed to receive pay for their advice 
and instruction. But there were many ways 
of evading this, and probably very few rab- 
bis actually lived from the income of their 
trade." Thatcher, Apostolic Church, p. 95. 

The following description of tradesmen 
in a Jewish synagogue may explain how 
Paul found Aquila and Priscilla: "The 
people did not sit mixed together, but gold- 
smiths by themselves, and silversmiths by 
themselves, and ironworkers by themselves, 
and miners by themselves, and weavers by 
themselves ; and when a poor man came 
there he recognized the members of his 
craft and went there, and from there was 
his support and that of the members of his 
family." 

Paul's Trade. Acts xviii: 1-3. 



What material did Paul use in his trade? 
Significance of the name? Compare Song 
of Solomon, i : 5 ; Rev. vi : 12. 

As Peter the fisherman was called to 
catch men (Mark i: 17), and David the 
shepherd was called to feed them (Psa. 
Ixxviii : 70-72), so Origen says Paul the 
tent-maker shall become the maker of ever- 



66 



lasting tabernacles. "For he is building 
heavenly tabernacles when he teaches the 
way of salvation to any one of us, and 
shows us the way to the blessed mansions 
in the heavens." 

Paul's Motives as a Laborer. 



1. Self-support. Acts xx: 33, 34; I. Tim. 
V : 18 ; Titus iii : 14. 

Labor viewed as means to an end. 
like the shoemaker, who, when asked what 
his business was, said that his business 
was to glorify God, but he made shoes to 
pay living expenses. 

2. Example. Acts xx : 35, R. V., "In all 
things I gave you an example." II. Thess. 
iii : 9. 

Compare Tolstoi's practical method 
of enforcing his ethical system. See "My 
Religion." 

3. Charity. Acts xx : 35. 

Paul learns the lessons of charity 
from Him Who gave Himself. Cf. Eph. 
iv : 28. 

4. Independence. I. Thess. ii.'Q; II. 
Thess. iii : 8-12. 

Who does not admire such a spirit ! 

"May thy precious sweat of toil 
lighten our labors." 

"May thy faithfulness in daily la- 
bors make us faithful in our part." Mo- 
ravian Liturgy. 



67 



PRACTICAL LESSON. 

Every Honorable Occupation is a Divine 

Ministry, 

"God does not reckon by the shape of 
your tools, but the place of your work; so 
that a man does his work ministering to the 
soul and the body, doing his work in the 
love of the Christ of God and for His 
glory; then it is accepted. The chief point 
is, not what are you doing as they publish 
it in the directory, or over the store; not 
what are you doing, as men name it in the 
profession; the one great dividing question 
of life is. Is the work that you are doing, 
the work to which God calls you ?' " Alex. 
McKenzie. 

" Think not if thou art not called 
To work in mission fields 
Of some far distant clime, 
That thine is no grand mission. 
Every deed that comes to thee, 
In God's appointed time. 
Is just the greatest deed that thine can be, 
Since God's high will appointed it to thee. 

" No service in itself is small. 

Nor great, though earth it fill; 
But that is small which seeks its own, 
And great which seeks God's will." 



68 



BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., p. 58. 
Stalker, paragraph 20. 
Iverach, p 116. 

Farrar, Vol. I., pp. 23, 24, 559-561. 
Jewish Artisan Life, by Delitzsch. 
Jewish Social Life, by Edersheim. 
The Religious Conception of Labor, in the Out- 
look, June 29, 1895. 

Brough, The Early Life of our Lord, chapter xi. 
Hep worth, Hiram Golf's Religion. 

STUDY XII. 

REVIEW. 



69 



STUDY XIII 



PAUL THE PREACHER. 
(For Daily Readings see page 121.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts xiii: 16-41, xvii: 22-31. 

Of the three of Paul's sermons preserved 
in the Acts, we study two, one to Jews and 
one to Gentiles. In preaching to the Jews, 
who relied upon Scripture, Paul appealed 
to historical facts and to prophecy. But to 
his pagan hearers, with whom Scripture 
would go for naught, he appealed to the 
darkened conscience, endeavoring to turn 
them from the vanity of idol-worship and 
other sin to the invisible true God revealed 
in Jesus Christ. 

Sermon at Antioch (to Jews). Acts 
xiii: 16-4:1. 

Theme: Jesus the Messiah. 

I. Historical introduction, vs. 16-22. 

Compare Stephen's historical method. 
Acts vii. 

Connect "God" and "he" in the verses. 

What is the predominant thought of 
the section? 

70 



I 



2. The text. v. 23. 

This promise is the keynote of the 
sermon. 

Compare Stephen's keynote, ingrati- 
tude. 

3. The proofs, vs. 24-29. 

(1) The declaration of the forerun- 
ner, vs. 24, 25. 

(2) The Scriptures fulfilled in the 
condemnation and death, vs. 26-29. 

(3) The resurrection according to 
the Scriptures, vs. 30-37. 

4. The application, vs. 38-41. 

How does Paul assert that men are 
freed from sin and set right before God? 

The germ of what epistles is found 

here? 

Sermon at Athens (to Gentiles). 
Acts xvii: 22-31. 

Theme : The True God. 

1. The unknown God. vs. 22, 23. 

How does the introduction illustrate 
Paul's tact? 

What is his true purpose in using the 
inscription as a text? 

2. Creator, vs. 24-27. 

How is this view opposed to the Epi- 
curean view of God? 

"Epicureanism was yet further [than 
Stoicism] from inspiration to nobleness. 
Atheistic and materialistic, the followers of 

71 



this easy-going philosophy scoffed at the 
notions which hinted of a Creator, a moral 
government, or a life for man beyond the 
grave." Selden, In the Time of Paul, 
pp. 107, 108. 

3. Preserver, v. 28. 

How is this view opposed to the 
Stoic's view of God? 

"God was the soul of the universe 
from Whom all things come, to Whom all 
things return, in cycles which are repro- 
duced in a rhythmic manner, governed by 
unchanging law." Iverach, St. Paul, 
p. 109. 

Thus the Stoic's view was pantheistic. 

4. Father, v. 29. 

What a vast difference between the 
Christian conception of God as Father, and 
the pagan conception of God as progenitor ! 

From Jove begin we — who can touch the string, 
And not harp praise to heaven's eternal king? 
He animates the mart and crowded way, 
The restless ocean and the sheltered bay. 
Doth care perplex? Is lowering danger nigh? 
We are His offspring^ and to Jove we fly." 

— Aratas of Cilicia {about 270 B. C). Trans, 
by Lewin. Life and Epistles of Paul., 1. 284. 

5. Judge, vs. 30, 31. 

By whom will God judge the world? 
Rom. ii:i6; I. Cor. iv:S. 

Characteristics of Paul's Preaching. 

I. His Method. 

(i) Reasoning from the Scripture. 
Acts xvii : 2, 3. 

72 



(2) Seeking common ground — with 
the Jews, the Scriptures — with the heathen, 
Acts xvii : 23, 28. 

(3) The use of a text. Acts xiii: 
23, xvii : 23. 

(4) The historical method. Acts 
xiii : 16-22. 

Compare Christ's method of 

preaching. 

2. The effects of his preaching. 

Belief, mockery, and procrastination. 
Acts xvii : 4, 12, 32, 34. 

Compare the effects of Christ's 
preaching. 

Compare Paul with Christ as preacher 
in (i) boldness; (2) power; (3) gracious- 
ness; (4) authority. We may say of Paul 
as Prof. Blackie wrote of John McNeill: — 

" Well, here 's a man who knows what preaching 
means, — 

Not with nice phrase to make a sounding show, 
As studied player struts before the scenes. 

But with a weighty arm, blow upon blow, 
To smite each crested sinner's haughty head 

Direct from God. The time had need of such, 
'Mid seas of godless people widely spread 

To thrill the numb soul with electric touch 
Of heaven-lit truth. Ev'n go thy way, and preach 

On the old gospel's heart-assailing plan. 
And cut the gangrene, like a practiced leech. 

With firm, sure hand, and fear no face of man; 
Call vile things vile; wash the fair paint from sin. 
And give to glare of day the foul-faced sore 
within." 



73 



PRACTICAL LESSON. 

The Universal Effectiveness of the Gospel 

Message. 

"There is a sense in which preaching 
must be the same in all ages, dealing as it 
does with the everlasting evangel of the 
Divine love. There is a sense in which 
preaching must differ with every age, ad- 
dressed as it ought to be to the changing 
conditions of life and thought. Christ is 
not one, but many; and therein He has 
proved Himself the Son of man and the 
Saviour of the world. There is the Eternal 
Spirit, which is the Spirit of God, and there 
is the time spirit, which is the spirit of man. 
He who feels the breath of the human 
spirit only is a secularist — there are such, 
although they know it not, in the Christian 
pulpit — and he who feels the breath of the 
Divine Spirit only is an ascetic. It is best 
when the soul lies open to both influences, 
for so the preacher is in touch with God 
and man, a go-between and a Mediator." 
Watson, The Cure of Souls, p. 67. 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., pp. 207-217, 443- 
450. 

Stalker, paragraphs 84, 104, 105. 
Iverach, pp. 51, 52, 107-114. 
Farrar, Vol. I., pp. 371-376, 530-552. 
Paul the Preacher, by John Eadie, D. D. 
Yale Lectures on Preaching, by Beecher, Vol. 
I., pp. 6, 80, 208. 
Ad Clerum in None Like it, by Parker. 



74 



STUDY XIV, 



PAUL THE PASTOR. 

(For Daily Readings see page 122.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts xiv: 21-28, xx: 17-38; I. Cor. 
xvi: 1, 2. 

Paul was a powerful preacher, but he 
was also an effective pastor, organizing 
churches, correcting abuses, regulating 
gifts, and taking a personal interest in 
everybody. Dr. Cuyler says of the sainted 
McCheyne that "his ministry was richly 
successful largely because he kept in touch 
with his people and was a pastor as well as 
a powerful preacher." Again he says, 
"Faithful pastoral labor requires brains, 
and patience, and consecration." Study 
Paul from this point of view and measure 
the influence of his personal oversight of 
the churches and of individuals. 

Glimpses of a Pauline Church. Acts 
xiv: 21-28; I. and II. Cor. 

I. Organization. Acts xiv : 23. 

"Elders," translated from eirLcTKoiros 
and 7rp€(r^}jT€pos, the first referring to the 
duties of the ofHce — overseeing, bishoping; 
and the second to the rank. 

What other orders in the early 
church ? Luke vi : 13 ; Acts vi : 1-6. 



75 



2. Missionary meeting. Acts xiv : 27. 

Note that they did not tell what they 
had done, but "all that God had done with 
them." What events would they rehearse? 

3. The church in the home. I. Cor. 
xvi : 19 ; Rom. xvi : 5 ; Acts xx : 8. 

Hence what may "house to house" 
mean in Acts xx : 20 ? 

The greatest of pastors have been 
house to house visitors — Spurgeon, Hall, 
Cuyler, Taylor, etc. 

4. Abuses in the church. 

(1) What was the nature of the dis- 
sensions? I. Cor. i: 10-12. 

(2) Immorality. I. Cor. v : i, seq. 

(3) Profanation of Lord's Supper. 
I. Cor. xi: 17, seq. How these must have 
torn the heart of this pastor who regarded 
the Corinthian church so tenderly! I. Cor. 
iv: 14, 15. 

5. Gifts in the church. I. Cor. xii. to xiv. 
Note how the pastor regulates their 

use. 

Do any of these gifts still exist? 

Pastoral Address to Elders. Acts 
XX : 17-38. 

I. Pen picture of the pastor. 

(i) Faithfulness. "Kept back noth- 
ing." V. 20. Picture of a ship under full 
sail. iJ7r€(TT€L\dfX7]v=*'l havc not wrapped up 
the sail." "Night and day." v. 31. 



76 



(2) Humility, v. 19. See I. Cor. 
XV : 9, 10: "Least of all the apostles." 
Where did Paul learn humility? Phil, 
ii: i-ii. 

(3) Tenderness. "Tears." vs. 19, 
31. The apostle of love. I. Cor. xiii. 

(4) Heroism. "Lying in wait of 
Jews." V. 19. Compare v. 3. "Bonds and 
afflictions." vs. 22, 23. 

(5) Consecration. "I count not my 
life." V. 24. 

(6) Unselfishness. Wolves may en- 
ter. V. 29. Has an eye to their future 
welfare. Absence of covetousness. v. 33. 

(7) Industry. "These hands." Ac- 
companied probably by a gesture, v. 34. 

Like Goldsmith's pastor, — 

" In his duty prompt at every call, 
He watched and wept, he prayed and felt for all; 
And, as a bird each fond endearment tries 
To tempt its new-fledged offspring to the skies, 
He tried each art, reproved each dull delay, 
Allured to brighter worlds, and led the way." 

2. Counsel to the elders. 

(1) "Take heed to yourselves." 
V. 28. Exhortation to personal integrity. 
"Be living epistles." 

(2) "Take heed to all the flock." 
V. 28. Is this the present-day conception of 
the church? 

(3) "Feed the church." v. 28. A 
pastor's first duty to his flock. 

(4) "Watch." V. 31. A pastor's 
second duty to his flock. 

(5) "Support the weak." v. 35. 
Cf. Gal. vi : i. 



77 



Institution of Systematic and Pro- 
portionate Giving. I. Cor. xvi: 
1, 2. 

What are the advantages of such a 
method? What is the fundamental princi- 
ple involved? I. Cor. iv:i. 



PRACTICAL LESSON. 

"I am the Good Shepherd (Latin — Pastor) 
and I Know Mine Own, John x: 14. 

The good shepherd now, as then, has sym- 
pathetic knowledge of his people's needs 
and desires, the ability of leadership, and 
the spirit of sacrifice which is willing to 
bear the burdens of others. These are 
found in perfection in Christ, therefore He 
is the Good Shepherd from Whom all true 
under-shepherds learn these pastoral in- 
stincts. 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., chapter xiii. ; 
Vol. II., pp. 267-272. 
Stalker, chapter viii. 
Iverach, pp. 123-128, 146, 147. 
Farrar, Vol. II., pp. 281-284. 
How to be a Pastor, by Cuyler. 
Pliny's Epistle (xcvii.) to Trajan. 
First and Second Corinthians. 



78 



STUDY XV. 



PAUL THE MIRACLE WORKER. 

(For Daily Readings see page 122.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts xiv: 8-10, xvi: 16-18, xix: 11, 
12, xx: 7-12, xxviii: 8-10. 

Like the miracles of Jesus those by Paul 
are chiefly deeds of mercy, especially of 
healing. The power to work miracles was 
inherent in Jesus, being an outcome of the 
Divine fullness that dwelt in Him, while 
with Paul it was a delegated power, not 
always present, but available only when 
some great end justified the means. There 
is much room for difference of explanation, 
occasioned chiefly by the revelations of 
modern science, which help us to explain 
naturally some phenomena that in Paul's 
day seemed supernatural. 

Elymas Struck Blind. Actsxiii: 6- 
12. 

1. Nature of the miracle. 

A miracle of judgment. Cf. Matt, 
xxi : 18; Mark xi : 12. 

2. Means used. 

Fixed gaze (v. 9) and suggestion, the 
phenomena of hypnotism. 

79 



3. Effects. 

(1) On Elymas, temporary blind- 
ness. Note the doctor's careful descrip- 
tion; mist, darkness, groping, v. ii. 

(2) On the proconsul, belief, v. 12. 
Gilbert says (Student's Life of Paul, p. 75) 
that it was a "faith mingled with supersti- 
tion and ignorance." But note other ele- 
ments in vs. 7, 12. 

4. Spiritual meaning and significance. 

Christianity frees the human mind 
from slavery. Cf . John viii : 32. 

5. The source of Paul's power. 

"The Holy Ghost." v. 9. "The hand 
of the Lord." v. 10. 

The Healing of a Cripple. Acts 
xiv: 8-18. 

1. Nature of the miracle. 

It might be classed with those where 
faith was required by Christ. Matt, xiii : 58 ; 
Mark ix : 23 ; Luke viii : 48, xviii : 42. 

In what respects different from Pe- 
ter's miracle of a similar nature (Acts 
iii:6-8)? 

Note the doctor's diagnosis, v. 8. 

2. Means used. 

Same as in previous miracle, except 
that it should be noted here, that there is no 
authenticated case on record of congenital 
disease cured by hypnotic means. 

80 



3. Effects. 

(1) On the cripple, v. lO. "He 
leaped up" (aorist tense — single act), "and 
walked" (imperfect tense — continued act). 

(2) On the people, v. 11. 

4. Spiritual meaning and significance. 

A reward of faith, v. 9. Evidently 
there was moral preparation on the cripple's 
part. 

5. The source of Paul's power. 

"An incontestable proof of direct Di- 
vine power, working through Paul and 
guaranteeing his message .... as of Di- 
vine origin" (Ramsay, St. Paul the 
Traveller, p. 115). 

The Cure of Pnblius' father and 
Others. Acts xxviii: 8-10. 



1. Nature of the miracles. Cf. Luke 
iv : 38. 

2. Means used. 

Prayer and laying on of hands, v. 8. 
Cf. James v : 14, 15. 

3. Effects. 

(1) Publius' father and others 
healed, vs. 8, 9. 

(2) Paul and the company received 
honors and gifts, v. 10. 

4. Spiritual meaning and significance. 

Probably the same as in medical mis- 
sions, reaching the soul through the body, 

81 



5. The source of Paul's power. 

In addition to prayer (v. 8), we must 
infer, on the part of the recipients, faith in 
Paul as a Divine messenger. 



The two following miracles are capable 
of widely different explanations. The maid 
of Acts xvi : i6 may be regarded as demon- 
possessed, or as a ventriloquist; and the 
case of Eutychus may be viewed as a re- 
storation from death to life (so Ramsay), 
or as a resuscitation (so Gilbert and Cone). 

The Maid Possessed of a Spirit. 
Acts xvi: 16-18. 

If the miracle is regarded as a case of 
demoniacal possession, compare Mark i : 25, 
34; Luke iv:3i, it would then be in ful- 
fillment of Mark xvi: 17; Luke ix: i. 

In any case it shows that an intel- 
lectual perception of the truth of Chris- 
tianity is not sufficient, and its spiritual 
significance lies in the freedom of the hu- 
man mind from slavery, which Christianity 
secures. 

The Restoration of Eutychus. Acts 
XX : 7-12. 

If the miracle is regarded as a resurrec- 
tion, see also I. Kings xvii : 21 ; II. Kings 
iv:34; Matt, ix: 18-24; Acts ix: 36-41. 



82 



Prof. Ramsay says, "In this case the au- 
thor vouches that Eutychus was dead, im- 
plying apparently that, as a physician, he 
had satisfied himself on the point" (St. Paul 
the Traveller, p. 290). Prof. Gilbert on the 
other hand says, "There is no suggestion 
that Paul thought of restoring a dead per- 
son to life" (The Student's Life of Paul, 
p. 170). 

Special Miracles. Acts xix: 11, 12. 



These miracles stand in a class by them- 
selves as distinguished from the others at- 
tributed to Paul. They may be classed 
with Matt, ix : 20-22 and Acts v : 12-16, 
where the virtue was not in Christ's gar- 
ment or in Peter's shadow, but in the faith 
of the recipients. So here we must predi- 
cate faith. The cures were the rewards, 
not of the superstition, but of the faith. 

What was the source of Paul's power? 
v. II. 

"It is God that works. We are but the 
instruments. We deserve no reward for 
what God does by us, and can claim no 
merit for it, any more than we could dream 
of ascribing any merit to the sling and 
stone and sword with which David slew 
Goliath." Tyndale. 



83 



PRACTICAL LESSON. 



"Greater Works Than These Shall Ye Do." 
John xiv: 12. 

Because Jesus went to His Father, the 
source of all power, and gave power to 
men, they were able and still are able to 
accomplish these greater spiritual effects. 
It is possible to help men physically by 
arousing confident expectation of a cure 
and faith in the efficacy of the means em- 
ployed. And wherever men prompted by 
the love of God are working in the energy 
of God to banish distress and disease, suf- 
fering and sorrow, they are walking in the 
footsteps of the Good Physician Whose 
power is evermore the same. 

" That healing gift He lends to them 
Who use it in His name; 
The power that filled His garment's hem 
Is evermore the same. 

" For lo! in human hearts unseen, 
The Healer dwelleth still, 
And they who make His temples clean, 
The best subserve His will." 

— Wkittier. 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., pp. 230-232, 352- 
354; Vol. II., pp. 257, 425. 
Iverach, pp. 54, 132, 145. 

Farrar, Vol. I., pp. 380-383, 490-492; Vol. II., pp. 
23, 24, 276-279. 
Paley's Horae Paulinae, p. 52. 
The Student's Life of Paul, Gilbert, p. 149. 



84 



STUDY XVI. 



PAUL THE SEER. 

(For Daily Readings see page 122.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts xvi: 9, 10, xviii: 9, 10, xxiii: 
11, xxvii: 23, 24, II. Cor. xii: 1-7, Gal. ii: 2. 

In a study of the visions vouchsafed to 
Paul it is necessary to consider his state of 
mind produced by the surroundings in each 
case. The laws which govern the mind 
applied to these facts will explain some 
features in the visions. To explain them 
fully it would be necessary to have all the 
facts and Paul's mind before us. If the 
purpose of the visions be taken into ac- 
count it will be seen that they are vitally 
connected with the work entrusted to Paul, 
yielding guidance, cheer and promise of 
safety and success. In the path of obedi- 
ence he was led of God. 

The Vision at Troas. Acts xvi: 6- 
10. 

In what state of mind would the hinder- 
ings of vs. 6, 7 leave Paul? 

How would Paul recognize the man as 
from Macedonia? 

Who are the "we" and "us" of v. lo. ? 

What was the purpose of the vision as re- 
lated to Paul? 



85 



The Vision at Corinth. Acts xviii: 



6-10. 

What subjective condition might the 
events of vs. 6 and 8 produce in Paul? 

How would the threefold encouragement 
fit Paul's case? v. lo. 

The Vision at Jerusalem. Acts 
xxiii: 11. 

The preceding events and the surround- 
ings may suggest Paul's subjective condi- 
tion. V. ID. 

How did the purpose of the vision bear 
upon Paul's desire ? Acts xix : 21 ; Rom. 
i: 10, II. 

Alford sums up the purpose, as comfort 
in (i) uncertainty of life from Jews; (2) 
uncertainty of liberation from prison; (3) 
uncertainty of surviving storm at sea; (4) 
uncertainty of fate upon arrival at Rome. 
And he adds, "So may one crumb of di- 
vine grace and help be multiplied to feed 
five thousand wants and anxieties." 

The Vision in Shipwreck. Acts 
xxvii: 21-26. 

What was Paul's subjective condition? 
vs. 10, 20. 

How did the purpose of the vision co- 
incide with that two years before at Jeru- 
salem? Acts xxiii: II. 



86 



Visions and Revelations. II. Cor. 



xii: 1-7; Gal. ii: 2. 

Were these visions of the Lord, or vis- 
ions given by Him? 

Note Paul's subjective condition. vs. 
2, 3. Ecstatic condition — supernatural 
forces entering the soul. Where the soul 
tries to observe the condition, as in dream 
life, the condition changes. 

Note the differences between these ec- 
static visions and the vision at his con- 
version. 

Compare with Paul the seer, Socrates, 
Luther, Joan of Arc, Joseph, and Isaiah, 
as seers. 

Holsten places the vision at his conver- 
sion in the same category with these in- 
ward visions. Sabatier shows that there 
was a vast difference between these inward 
visions and the outward manifestation at 
his conversion. We may summarize as 
follows : — 

VISIONS. 

Paul transported, in ecstasy. 
Effects of the Spirit (charismata). 
Belong to private life — hesitancy in 
speaking of them. 

CONVERSION. 

Jesus descended. 

Personal intervention of the risen Christ. 
Speaks of it confidently, plainly, and ex- 
plains cause. 

"Finally, if Christ's appearance to Paul 
had been an inward vision, it must have 



S7 



been, not the cause, but the product of his 
faith. How could the mind of Saul the 
Pharisee have created such a vision if he 
were a Christian already? and if, on the 
other hand, he were a Christian already, 
how could he have attributed his conversion 
to this cause?" Sabatier, The Apostle 
Paul, p. 67. 



PRACTICAL LESSON. 

Divine Revelations Come Through Other 
Organs Than the Eye and the 'Ear, 
Isaiah vi: 1-4; Matt. v:8. 

The Vision Splendid comes not to the 
organs of sense, but to the soul of man in 
communion with the unseen, and there is 
one "Whom unseen, we love." 

" Jesus, these eyes have never seen 
That radiant form of Thine! 
The vail of sense hangs dark between 
Thy blessed face and mine! 

" I see Thee not, I hear Thee not. 
Yet art Thou oft with me; 
And earth hath ne'er so dear a spot, 
As where I meet with Thee." 

— J?ay Palmer. 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., pp. 332-334; Vol. 
II., pp. 326, 411, 412. 
Stalker, paragraphs 94-96. 
Iverach, pp. 25, 86, 167, 184. 

Farrar, Vol. I., pp. 193-195, 477, 478; Vol. II., p. 329. 
St. Paul's Vision, by Bersier. 
Stevens' Pauline Theology, p. 20, foot-note. 
The Expositor, October, 1889. 



88 



STUDY XVII 



PAUL THE APOLOGIST. 

(For Daily Readings see page 122.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), Acts xv: 1-35, Gal. i., ii. 

Paul was a true Defender of the Faith. 
Think how Christianity might have come 
to us laden with ceremonies and rites if 
he had not fought and won. So the far- 
off conference at Jerusalem and the hot 
discussion with the Galatians have their 
practical aspect for to-day. In both cases 
there were principles at stake, and Paul 
was ever ready to fight and die for his 
principles. May God grant us some of the 
true Pauline stamina ! 

Regarding Mosaic Rites. Actsxv: 
1-35. 

1. The question at issue. 
State the question precisely. 

What circumstances raised the ques- 
tion? 

Why could a stronger case be made 
for circumcision than for any other rite? 
Gen. xvii : 10 ; Luke ii : 21. 

2. The conference. 

(i) Peter's speech, vs. 7-1 1. 

It looks as if Paul's power of 
persuasion at the private meeting (see 

89 



Gal. ii : 2) had won Peter, James, and 
John to Paul's side (see Gal. ii:9), so 
that in the public conference Peter makes 
this effective Pauline speech. 

(2) Account of Barnabas and Paul. 

V. 12. 

What events would they re- 
hearse ? 

Review from memory the first 
missionary journey. 

(3) James' speech, vs. 13-21. 

Who was this James? Acts 
xii : 2 ; Gal. i : 19. 

How does he confirm Peter's 

views ? 

What does he add? 

3. The decree and results of the con- 
ference (as they related to Paul), vs. 22-29. 

(1) Paul was honored and eulo- 
gized, vs. 25, 26. 

(2) Paul was endorsed as apostle 
to the Gentiles. Gal. ii : 7-9. 

(3) Did Paul win his case? 

What Christian principle was 
more firmly established ? Gal. v : 6. 

Regarding his Apostleship. Gal. i. , 
11. 

The Epistle to the Galatians gives evi- 
dence of strong feeling. The controversy 
was between the Jewish party and Paul, 
the head of the Gentile party. The ques- 
tion at issue was justification by works or 

90 



by faith. The course of Paul's opponents 
was, first, to attack Paul's claim to apos- 
tleship, and second, his doctrine. Our in- 
terest is chiefly in the apologetic section. 

1. Salutation. Gal. i : 1-5. 

Containing three parts, as in all 
Paul's epistles, the writer, the persons ad- 
dressed and the greeting. Descriptive 
words are usually added to each. Why 
are none added here to the persons ad- 
dressed? 

2. Introduction, vs. 6-10. 
The true gospel. 

Why are there no thanksgivings in 
the introductory passages (cf. Rom. i:7; 

I. Cor. i : 4) ? 

Note also that there are no personal 
messages to individuals in the concluding 
passages. 

3. Apologetic. i:ii to ii:2i. 

Why is this section peculiar to this 
epistle? 

Trace the steps by which Paul proves 
the Divine origin of his gospel, (i) i: 

II, 12. (2) vs. 13, 14. (3) vs. 15-17. (4) 
vs. 18-24. 

What two things does he claim are 
inconsistent with the human origin of his 
gospel ? ii : i-io. 

On the basis of his apostolic au- 
thority he rebukes and corrects Peter, ii: 
11-21. 

What qualities does Paul display in 
argument ? 



91 



PRACTICAL LESSON. 



The Combative Element in Christianity. 

Christ said, "I came not to send peace, 
but a sword" (Matt. x:34). Jude ex- 
horted his readers to "contend earnestly 
for the faith once for all delivered to the 
saints." Paul called upon Timothy to 
"fight the good fight of the faith" (L Tim. 
vi:i2). Every copy of the Bible repre- 
sents the heroic struggle of martyrs. The 
doctrines of the Church came to us as the 
result of strife and sometimes of blood 
{e. g.j Luther and justification by faith). 
So with reforms (e. g., the Sabbath and 
abolition of slavery). And individual 
Christian experience represents a constant 
combat with difficulties and a running fire 
with sin. 

" The Son of God goes forth to war, 

A kingly crown to gain; 
His blood-red banner streams afar: 

Who follows in His train? 
"Who best can drink his cup of woe, 

And triumph over pain. 
Who patient bears his cross below — 

He follows in His train." 

— Reginald Heber. 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. I., chapter vii.; 
Vol. II., pp. 162-184. 
Stalker, chapter ix. 
Iverach, chapter v., pp. 80-85. 
Farrar, Vol. I., chapter xxii. 

St. Paul's Conception of Christianity, by Bruce, 
p. 48, seq. 



92 



STUDY XVIII. 



PAUL THE AUTHOR. 

(For Daily Readings see page 122.) 

References. Read each epistle through carefully 
at a sitting. 

The primary sources of information 
about Paul are the epistles which he wrote 
or dictated. We may be devoutly thankful 
that, although letter-writing was much 
rarer in Paul's time than in our own, so 
many of these valuable epistles have come 
down to us. Their order and leading 
thoughts, and the structure of at least one 
epistle (see Galatians in rear of this book) 
should be mastered by every Bible student. 

The Number of Paul's Epistles. 

How many epistles by Paul are preserved 
in the New Testament? 

What reasons may be assigned for ex- 
cluding Hebrews? 

Did Paul write more than is recorded 
in the New Testament? I. Cor. v:9; Col. 
iv : 16. 

The Order of Paul's Epistles. 

The order in which the epistles occur 
in the New Testament should be mem- 
orized for facility of reference, but they 

93 



should be read and studied in their chro- 
nological order. 

The following arrangement is that of 
Prof. Findlay, The Epistles of Paul the 
Apostle. (See also his article on "Paul 
the Apostle" in Hastings' Bible Diction- 
ary.) 

1. Earlier epistles (before the first 
Roman imprisonment). 

I., II. Thessalonians. 
I., II. Corinthians. 
Galatians. 
Romans. 

2. Epistles of the captivity (during first 
Roman imprisonment). 

Colossians. 
Philemon. 
Ephesians. 
Philippians. 

3. Pastoral epistles (after first Roman 
imprisonment) . 

I. Timothy. 
Titus. 

II. Timothy. 

Variety of Occasion and Aim. 

Which epistles were written to individ- 
uals ? 

Which epistles were written to a particu- 
lar church? 

Which epistles were written to a circle 
of churches? 

Show how each epistle was occasioned 
by living questions, or was written to meet 
a special emergency. 



94 



PRACTICAL LESSON. 

The Need of the Times — Christian Leaders 

of Men. 

The letters reveal Paul as a man of his 
time. Like Savonarola, Luther, Cromwell, 
Beecher, his heart was on fire with the 
questions of his time. 

" God give us men! A time like this demands 
Strong minds, great hearts, true faith, and 

ready hands; 
Men whom the lust of office does not kill; 

Men whom the spoils of office cannot buy; 
Men who possess an opinion and a will; 

Men who have honor, men who will not lie; 
Men who can stand before a demagogue. 
And damn his treacherous flatteries without 
winking; 

Tall men, sun-crowned, who live above the fog 
In public duty and in private thinking." 

— Holland. 

BIBLIOGRAPHY. 

References in Conybeare and Howson are abun- 
dant. 

Stalker, paragraphs 115-119. 

Locke's preface to Epistles of Paul. 

Findlay, The Epistles of Paul the Apostle. 

Appendix to Farrar, Vol. I., on "Style, Rhetoric, 
and Quotations." 

View of the Literary Activity of St. Paul in 
Godet's Introduction to the New Testament, pp. 
114, 115. 

Paul's Style and Modes of Thought in Stevens' 
Pauline Theology, chapter i. 

The Expositor, October, 1899, p. 233. 

St. Paul's Vocabulary and St. Paul as a Former 
of Words, Hartford Seminary Press. 



95 



STUDY XIX 



PAUL THE AUTHOR.— Continued. 
(For Daily Readings see page 122.) 

" History is half dream— ay, even 
The man's life in the letters of the man." 

"They show us his character with all its 
varied elements, his religious intensity, his 
originality, freshness and depth of thought, 
and his intellectual boldness and strength, 
while they reveal to us also his rich moral 
nature and his human heart enlarged by 
the grace of Christ." Speer, The Man 
Paul. 

The Form of Paul's Epistles. 



It is important to note that in form they 
are not: — 

1. Collections of texts, 

2. Philosophical treatises, or 

3. Theological essays. 

They are letters (H. Cor. x: 10) regu- 
larly developed with beginning, middle and 
end. 

The order of each letter is generally: 
(i) Salutation; (2) introduction; (3) 
practical; (4) conclusion; (5) benediction. 



96 



The Style of Paul's Epistles. 



Note and illustrate some of the pecu- 
liarities of Paul's style, appearing in the 
English, such as the following: — 

1. Parentheses. 

Indicating crowd of thoughts. It 
might be said of Paul as was said of 
Phillips Brooks, "His words tumble over 
one another." 

2. Metaphors. 

Collect the architectural, nautical, 
athletic, mercantile, and military meta- 
phors in the epistles and account for the 
source of such metaphors. 

3. Quotations. 

How many quotations from the Old 
Testament ? 

From what parts of the Old Testa- 
ment are the quotations made? 

Locate the three classic quotations 
and comment on their value as evidence 
of Paul's knowledge of the classics. 

The Value of Paurs Epistles. 

I. As evidences of Christianity. 

What events narrated in the gospels 
do they confirm? 

What events narrated in the Acts of 
the Apostles do they confirm? Compare 



97 



Study IV. with Study V., and see Paley's 
Horae Paulinae. 

2. As interpretations of Christianity. 

"The epistles are to the gospels as 
the decisions of the supreme court are to 
the constitution." 

3. As literature. 

Valuable history of the early Church 
and natural complement of Acts. Consider 
wealth of illustration and other literary 
features. 

Pliny was the model pagan letter- 
writer, but it is universally conceded that 
Pliny never produced such an exquisite 
gem as the Epistle to Philemon. 

As Illustrations of Paul's Character. 



Letters always reveal character because 
spontaneous and personal. Compare let- 
ters of Cromwell, Phillips Brooks, et al. 

"Both [David Brainerd and Henry Mar- 
tyn] have left to the world a literary 
treasure in their letters and diaries. Those 
of Martyn are rightly adjudged a classic, 
with scarcely a superior in English letters, 
and those of David Brainerd, which first 
inspired Martyn with missionary enthu- 
siasm, are of equal excellence. They sev- 
erally reveal the heart of the writer as 
nothing else could do." "Life of David 
Brainerd," by Jesse Page, preface, p. vi. 



98 



PRACTICAL LESSON. 



Wanted — Living Epistles. (II. Cor. 
Hi: 2, 3.) 

" The dear Lord's best interpreters 
Are humble human souls; 
The gospel of a life 
Is more than books or scrolls." 

— Whit tier. 

In every country and in every clime the 
living epistle is translated and understood 
where frequently the written word is ob- 
scure, neglected, rejected, or misunder- 
stood. Always and everywhere the living 
epistle of a consistent Christian life speaks 
eloquently for Christ. "What you are," 
said one of our great thinkers, "thunders 
so loudly in my ears, that I cannot hear 
what you say." Let us see to it that those 
who turn the pages of our lives shall not 
read there too much cheap literature. 

" So let our lips and lives express 
The holy gospel we profess; 
So let our works and virtues shine, 
To prove the doctrine all divine." 

— Isaac Watts. 

BIBLIOGRAPHY. 

For references, see Study XVIII. 



99 



STUDY XX. 



PAUL THE PRISONER. 

(For Daily Readings see page 122.) 

References. Study carefuUj'-, with Revised Ver- 
sion (and Greek), the texts referred to. 

The two outstanding features in a study 
of Paul the prisoner are the Christian 
qualities he displayed under such exas- 
perating conditions, and the immense 
amount of work he accomplished. Though 
his body was bound his mind was free, and 
he rejoiced as he wrote to his friend Tim- 
othy that "the Word of God is not bound." 
Paul could sing with Madame Guyon,— 

" My prison walls cannot control 
The flight, the freedom, of the soul." 



At Philippi. Acts xvi: 19-40. 

Recall the incident which occasioned this 
arrest. Note the severe treatment — "rent 
garments," "many stripes," "inner prison," 
"stocks" — and Paul's remembrance of it. 
I. Thess. ii : 2. 

Paul's noble bearing is very noticeable. 
What traits of his character are shown in 
vs. 25, 28, 31, 37, 40? 



100 



At Jerusalem. Acts xxi : 27 to xxiii : 
30. 



What threefold charge was brought 
against Paul ? Acts xxi : 28. 

What foundations for the charge? 

Compare the charge against Stephen. 
Acts vi : 13, 14. 

What was the character and duration of 
Paul's imprisonment ? Acts xxii : 30, xxiii : 
II, 12, 23, 31, 32. 

What were some of the results? Acts 
xxii: 1-21, xxiii: 1-6, xxiii: 11. 

At Csesarea. Acts xxiii: 31 to xxvi: 
32. 

The charge of sedition, heresy and sacri- 
lege repeated. Acts xxiv : 5, 6. 

The charge stated by Festus. Acts xxv: 
18, 19. 

What was the character and duration of 
this imprisonment ? Acts xxiv : 23, 27. 

Before whom were the four recorded 
speeches of this imprisonment made? 

It was also a time for rest — a furlough 
for the weary missionary. 

"The Patmos of his active life, where in 
silence and solitude he was permitted to 
hold communion with his God." 

At Rome. Acts xxviii: 16-31. 



First imprisonment. 

What was the cause of this imprison- 
ment? Acts xxv : II. 



lOI 



What was the character and duration of 
it? Acts xxviii:i6, 30. 
Note the occupations : — 

1. "Receiving." Acts xxviii : 30. 
Mention some of his callers. Col. iv: 

11-14. 

2. Preaching and teaching. Acts xxviii: 
31. 

What was his theme? 

What results of his evangelizing? 

3. Writing. 

What epistles were written here? 
Cf. Phil, i: 13-17; Col. iv:io, 18; Philem. 
23; Eph. iii : I, iv : I. 

We recall that Rutherford dictated 
his letters in prison-bonds at Aberdeen; 
James Montgomery wrote his Prison 
Amusements in jail; Francis Baker, in 
London Tower, wrote Jerusalem, My 
Happy Home, and John Bunyan, in Bed- 
ford jail, wrote The Pilgrim's Progress. 

At Rome. 



Second imprisonment. 

What reasons for affirming a second im- 
prisonment at Rome? H. Tim. iv:i6, 17. 

How was Paul occupied during the first 
and second imprisonments ? 1. Tim. i : 3, 
iii : 14, iv : 13 ; II. Tim. iv : 13, 20 ; Titus 
1:5. 

In what respects was this imprisonment 
different from the first? II. Tim. i: 16, 17, 
iv : 13. 

What epistles were written at this time? 

102 



PRACTICAL LESSON. 



The Duty of Triumphing Over Adverse 
Circumstances. 

Ovid's poetry written during banishment, 
and Cicero's letters written in exile, are 
tinged w^ith melancholy. Not so Paul's 
writings. We may learn from him how 
even in persecution a man may preserve a 
serene faith in God and do a noble work for 
his fellows. For a Paul as for a Col. Love- 
lace, — 

" Stone walls do not a prison make, 
Nor iron bars a cage." 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. II., pp. 311-335, 347- 
368, 462-468, 533-550, 572-583. 

Stalker, paragraphs 169, 170, 176-186. 

Iverach, pp. 158, 202. 

Farrar, Vol. II., pp. 308-409, 547-560. 

Epistles of the Imprisonment, Biblical World, 
January, 1896. 



103 



STUDY XXI. 



PAUL THE HERO. 
(For Daily Readings see page 123.) 

References. Study carefully, with Revised Ver- 
sion (and Greek), the texts referred to. 

Here, as in the previous study, our at- 
tention is fastened on Paul's attitude in try- 
ing circumstances. Before a mob, in ship- 
wreck, and in the presence of death, he 
exhibits the elements of a heroic life. 
Finally he came like Livingstone to^ — 

" The last mile of many thousands trod 
With failing strength, but never failing will." 

Like another hero of old "he endured as 
seeing Him Who is invisible." 

Before the Mob. Acts xxi: 30-40. 

It might be said of Paul as of John Knox, 
"He never feared the face of man." 

1. Presence of mind. 

Speaks to officer in Greek, v. 37. 

2. Wisdom. 

Addresses the mob in Hebrew, v. 40. 
Why in Hebrew? 

3. Courtesy. Acts xxii: i. 
"Men, brethren, fathers." 

Some men in . such circumstances 
would forget their manners. 

104 



In Shipwreck. Acts xxvii: 21-26, 



31-36. 

1. Hopeful, vs. 22, 25. 
Hence his influence, v. 36. 

2. Prayerful, v. 24. 

Revised Version, "God hath granted," 
in answer to prayer. 

3. Full of faith, v. 25. 
The root of courage. 

"The hero is the man who is im- 
movably centered." Emerson. 

In the Presence of Death. II. Tim. 
iv: 6-8. 

1. Satisfaction, v. 7. Compare John 
xix : 28, 30. 

The past. 

2. Hope. V. 8. 
The future. 

3. Triumph, v. 6. 
The present. 

Paul faces death with the spirit which 
Browning portrays in "Prospice": — 

" I was ever a fighter, so — one fight more, 
The best and the last! 
I would hate that death bandaged my eyes, and 
forebore, 

And bade me creep past. 
No! let me taste the whole of it, fare like my peers, 

The heroes of old; 
Bear the brunt, in a minute pa^- glad life's arrears 
Of pain, darkness, and cold." 



105 



i 



PRACTICAL LESSON. 



The Heroism of Constant Self-SacriUce, 

Some become heroes by risking all in a 
supreme moment, and it is noble; others 
by the self-sacrifice and patient endurance 
of a life-time, and it is nobler. Paul laid 
down his life, as did his Master before him, 
by constant unselfish service, involving 
peril, toil, and pain. Death was simply the 
crowning act of the process. This heroism 
of a life-time was exemplified in Gordon, 
whose epitaph in St. Paul's Cathedral is, — 

" To Major-Gen eral Charles George Gordon, 
"Who, always and everywhere, 
Gave his strength to the weak, 
His substance to the poor. 
His sympathy to the suffering. 
And his heart to God." 

BIBLIOGRAPHY. 

Conybeare and Howson, Vol. II., pp. 301-322, 401- 
421, 596-599. 

Stalker, paragraphs 123, 174, 186. 

Iverach, pp. 160-162, 184-186, 201, 202. 

Farrar, Vol. II., pp. 311-317, 374-382, 576-581. 

Some good thoughts applicable to this topic will 
be found in Carlyle's Heroes and Hero Worship. 

The Voyage and Shipwreck of St. Paul, by 
Smith of Jordanhill, is well spoken of. 

Hughes, The Manliness of Christ, p. 37. 



io6 



STUDY XXII. 



PAULINE PRINCIPLES. 

(For Daily Readings see page 123.) 

The best results may be secured from this 
study by assigning the topics in advance 
to members of the class, allowing each 
three or four minutes for the development 
of the thought. The leader should en- 
deavor to impress the truth that a princi- 
ple is a principle always and everywhere 
and in all things without exception. The 
true Christian like Paul learns his princi- 
ples from Christ. 

Assurance. II. Cor. v: 1, 6, 8. 

Note the ring of the words "know," "con- 
fident," "always confident." Find other 
references. 

Adaptability. I. Cor. ix: 19-23. 

"All things to all men." Illustrate this 
principle by his dealings with (i) individ- 
uals; (2) multitudes; (3) different classes; 
(4) mooted questions. 

In the application of this principle em- 
phasis should be laid on the motive. 

107 



Concentration. Phil, iii: 13, 14. 



Is concentration or "scatteration" the 
ruling principle in personal life to-day? 

Giving. II. Cor. viii: 12. 



Consider the relative importance of quan- 
tity and spirit in giving. 

Stewardship. I. Cor. iv: 1, 2. 

What is the basis of this principle? 

Does it imply ownership? 

The essential characteristic of steward- 
ship ? 

Love. I. Cor. xiii. 



See Drummond^s "The Greatest Thing 
in the World." 

Might Paul appropriately be called the 
apostle of love? 

* Aydw-q is not found in any of the Greek 
philosophers. 

Godliness. 



Trace the word and study the passages in 
I. Tim. i : 4, ii : 2, lo, iii : i6, iv : 7, 8, vi : 3, 
5> 6, II. 

Compare its content with that of "manli- 
ness." 

io8 



His Universal Principle — Christ. 



Illustrate how difficulties and divisions 
(i) between individuals, (2) in home, (3) 
in community, and (4) in church, were 
brought to this test. 

" But if there be, who follows Paul, 
As Paul his Lord, in life and death, 
Where'er an aching heart may call, 
Ready to speed and take no breath; 

" Whose joy is to the wandering sheep 
To tell of the great Shepherd's love; 
To learn of mourners when they weep, 
The music that makes mirth above; 

" Who makes the Saviour all his theme, 
The gospel all his pride and praise, — 
Approach: for thou canst feel the gleam 
That round the martyr's death-bed plays." 

— Kehle's Christian Year. 

PRACTICAL LESSON. 

Stand Fast by Your Principles. 

Some men are governed by rules and it is 
slavery; others are guided by principles 
and it is liberty. Rules are local and ad- 
mit of exception; principles are universal 
and unalterable. Joseph, and Daniel, and 
Paul are shining examples of principled 
men. Among the host of moderns stands 
James A. Garfield, who made this golden 
declaration to his constituents : "I will do 
anything to win your regard, but there is 
one man whose good opinion I must have 
above all, and without whose approval I 
can do nothing. That is the man with 
whom I get up every morning and go to 

109 



bed with every night, whose thoughts are 
my thoughts, whose prayers are my pray- 
ers. I cannot buy your confidence at the 
cost of his respect." 

With every Christian the universal prin- 
ciple is Christ and the test-question ever is, 
What would He have me do? 



no 



STUDY XXIII. 



PAUL'S INFLUENCE. 

(For Daily Readings see page 123.) 

Attention should be called to this study 
early in the course, so that several pages 
may be reserved in the note-book for re- 
cording all observations on the topics be- 
low. 

A rich harvest may be gathered by oc- 
casional references in sermons, articles in 
magazines and visits to "St. Paul's" 
churches and cathedrals. 

Next to our blessed Lord, did ever man 
live who exerts such beneficent, far-reach- 
ing influence on so many departments of 
life and thought as the Apostle to the Gen- 
tiles ? 

On History. 
For example, Reformation. 

On Literature. 



For example, Presensee and other Church 
Histories. 

On Theolog}^ 

For example. Bibliography in Stevens' 
Pauline Theology. 



On Painting. 



For example, Raphael's Paul Preaching 
at Athens. 

On Poetry. 

For example, Keble, and Hymnology of 
the Church. 

On Music. 



For example, Mendelssohn's matchless 
oratorio, St. Paul. 

On Daily Life. 

For example, temperance, purity, capital 
and labor. 

Professor Gilbert, speaking of the tra- 
dition that Paul suffered martyrdom under 
Nero, affirming what the second Epistle 
to Timothy leads us to expect, closes his 
book on The Life of Paul with these words, 
"Thus the close of Paul's life is veiled from 
our eyes, but no cloud dims, or ever can 
dim, the splendor of the services of that 
life for God and for humanity." 



The following inscription to the Life of 
Charles Kingsley, written by his wife, beau- 
tiful and exhaustive as it is, does not al- 
together cover the characteristics of the 
Apostle to the Gentiles: — 

♦•a righteous man 

Who loved God and truth above all things; 
A man of untarnished honor, — 
Loyal and chivalrous — gentle and strong — 
Modest and humble— tender and true — 
Pitiful to the weak — yearning after the erring- 
Stern to all forms of wrong and oppression, 
Yet most stern towards himself — 
Who, being angry, yet sinned not; 
Whose highest virtues were known only 
To his wife, his children, his servants, and [the 
poor; 

Who lived in the presence of God here, 

And, passing through the grave and gate of death. 

Now liveth unto God for evermore." 



STUDY XXIV. 

REVIEW. 



EXTENSION OF THE COURSE. 



If further studies are desired, several 
means may be resorted to. 

1. Divide studies which may seem too 
lengthy for a single presentation, such as 
X. and XIV. 

2. Develop other characteristics of 
Paul's life not included in the outline. The 
following have been suggested by letter, 
sermon, or personal conversation: — 

Paul the Teacher, Stalker. 

Paul the Orator, Ramsay. 

Paul the Reformer, Parkhurst. 

Paul the Organizer, Mott. 

Paul the Citizen, Speer. 

Paul the Traveller, Ramsay. 

Mr. Robert E. Speer suggests that, in 
connection with a study on "Paul the Citi- 
zen," we might add Paul's influence on the 
slavery question, and consider what atti- 
tude he would take towards the sociological 
movements of the day, which tend to mini- 
mize the individual redemption. 

3. A book study. For the convenience 
of those who care to work it out, a careful 
analysis of the Epistle to the Galatians is 
appended. 



114 



OUTLINE OF GALATIANS 



(Adapted from an analysis by Prof. M. W. Jaco- 
bus of Hartford Theological Seminary, and pub- 
lished with his consent.) 

Introductory. 



Personal, i : 1-5. 

Greeting. In which he emphasizes his 
apostolic commission and brings out promi- 
nently the fact of Christ's sacrificial death 
and God's supreme glory. 

Main Message of the Epistle. 



I. Personal, i: 6 toil: 21. 

Rebuke of church and condemnation 
of false teachers, i : 6-10. 

In which is placed before them : — 

(1) The inexcusableness of their 
defection, v. 6a. 

(2) The wrongness of their posi- 
tion, vs. 6b, 7a. 

(3) The condemnable course of 
their teachers, vs. yb-g. 

Vindication of his apostolic au- 
thority (i: II to ii: 21), stating that his gos- 
pel had not come from men but from God. 
i : II, 12. 

(i) Subjectively proved. vs. 13- 
i6a. a. Recounting the change which had 
come upon him. vs. 13, 14. b. Recounting 



115 



the divine character of his conversion, 
vs. 15, 16a. 

(2) Objectively proved, i: i6b to 
iv : 21. a. His personal conduct had been 
independent of the other apostles, i : 16&- 
24. b. His apostolate had been acknowl- 
edged as equal with theirs, ii : i-io. c. On 
the basis of his apostolic authority he had 
rebuked Peter for his conduct at Antioch. 
ii : 11-21. 

2. Doctrinal, iii. and iv. 

Return to his rebuke of the church, 
iii : I to iv : 31. 

(1) Inconsistency of their course, 
iii: 1-5- 

Working out on the principle 
of law what they had received on the prin- 
ciple of faith. 

(2) Un-Jewish character of their 
course, iii : 6-14. 

a. Opposing themselves to the 
example of Abraham, vs. 6, 7. 

b. Excluding themselves from 
promises made to Abraham, vs. 8, 9. 

c. Placing themselves under 
curse of the law. vs. 10-19. 

(3) Want of harmony in their 
course with the relation between the law 
and the promises, iii: 15 to iv: 11. 

a. Statement of that relation, 
iii : 15 to iv : 7. 

b. Consequent inconsistency in 
returning to bondage of law. iv:8-ii. 

(4) Personal inconsistency in their 
change of attitude towards him. iv: 12-20. 

(5) Illustration of the gospel posi- 

116 



tion from allegory of bondwoman and free, 
iv. 21-31. 

3. Practical, v : i to vi : 17. 

(1) General inferential exhortation 
to stand fast in Christian liberty, v: 1-6. 

(2) Personal and direct exhortation. 
V : 7-12. 

a. Their inconsistent conduct. 

vs. 7-9. 

b. His hope in its final good 
result, vs. 10-12. 

(3) Practical exhortations based on 
the statement that the one true way to live 
out their liberty in Christ was to use it in 
loving service to one another's need. iv:i3 
to vi : 17. 

4. Conclusion. 
Benediction, vi : 18. 



117 



CHRONOLOGY OF PAUL'S LIFE. 



Mainly after Conybeare and Howson, 

Anno Domini. 

3. Born at Tarsus. 
16. Student in Jerusalem. 

36. Convert at Damascus. 

37. Retirement in Arabia. 

38. At Jerusalem. Meets Peter and 

James. 

39-44. In Cilicia and Syria. 

44-47. At Antioch and Jerusalem. 

48-49. First missionary journey. 

50. Attends "Council of Jerusalem." 

51-54. Second missionary journey. (First 

and Second Thessalonians 

written.) 

54-58. Third missionary journey. (First 
and Second Corinthians, Gala- 
tians, and Romans written.) 

59. Prisoner at Caesarea. 

60. Voyage to Rome. 

61-63. First imprisonment at Rome. 

(Philemon, Colossians, Ephe- 

sians, and Philippians written.) 
63-68. Fourth missionary journey. (First 

Timothy and Titus written.) 
68. Second imprisonment at Rome 
(Second Timothy written) and 

death. 

It would be a good exercise to amplify 
this chronological table by inserting other 
events and dates in Paul's life, and by com- 
piling a parallel table of contemporary his- 
tory. 

118 



Daily Readings. 



By. use of the following daily readings in 
connection with the studies each week, all 
of the thirteen epistles by Paul and in addi- 
tion the Epistle to the Hebrews will be 
read. A series of readings might have been 
provided which would bear upon the study 
in hand for the week, but such a selection 
of Scripture would in many cases be 
strained, unnatural and artificial. The ad- 
vantages of the arrangement here submit- 
ted are that the passages move within the 
sphere of Pauline thought, furnishing 
added commentary upon the portions 
studied and helping to complete the picture 
of the man Paul by a perusal of all of his 
writings which have come down to us. 
Most Bible students are familiar only with 
parts of the epistles, often with no more 
than a verse taken out of its connection 
in a chapter, or a short passage removed 
from its setting in a letter. It will be a 
real help to traverse all the ground covered 
by Paul's writings, and it will mean only 
the reading of fifteen verses a day, on an 
average, through the twenty-two weeks 
during which the studies run. Readings 
from Acts are suggested for the two Re- 
view Studies. 



119 



Study I. 

I, Rom. i : 1-15. 2, Rom. i : 16-32. 3, 
Rom. ii:i-ii. 4, Rom. ii: 12-29. 5> Rom. 
iii: 1-18. 6, Rom. iii: 19-31. 7, Rom. iv: 

Study II. 

I, Rom. iv 114-25. 2, Rom. v:i-ii. 3, 
Rom. V : 12 to vi : 7. 4, Rom. vi : 8-23. 5, 
Rom. vii : 1-13. 6, Rom. vii : 14-25. 7, Rom. 
viii : 1-13. 

Study III. 

I, Rom. viii : 14-28. 2, Rom. viii : 29-39. 
3, Rom. ix : 1-16. 4, Rom. ix : 17-33. 5> 
Rom. X : 1-13. 6, Rom. x : 14 to xi : 6. 7, 
Rom. xi : 7-24. 

Study IV. 

I, Rom. xi : 25-36. 2, Rom. xii : 1-18. 3, 
Rom. xii: 19 to xiii:7. 4, Rom. xiii:8-i4. 

5, Rom. xiv:i-i3. 6, Rom. xiv: 14 to 
XV : 12. 7, Rom. xv : 13-33. 

Study V. 

I, Rom. xvi : 1-16. 2, Rom. xvi : 17-27. 
3, I. Cor. i:i-i8. 4, I. Cor. i: 19-31. 5, 
I. Cor. ii. 6, I. Cor. iii: 1-15. 7, I. Cor. 
iii : 16 to iv : 5. 

Study VI. 

I, I. Cor. iv: 6-21. 2, I. Cor. v. 3, I. Cor. 
vi. 4, I. Cor. vii: 1-19. 5, I. Cor. vii: 20-40. 

6, I. Cor. viii. 7, I. Cor. ix: 1-14. 

120 



Study VII. 

I, I. Cor. ix : 15-27. 2, I. Cor. x : 1-13. 
3, I. Cor. x: 14-33. 4, I. Cor. xi: 1-19. 5, 
I. Cor. xi 120-34. 6, I. Cor. xii:i-ii. 7, 
I. Cor. xii : 12-31. 

Study VIII. 

I, I. Cor. xiii. 2, I. Cor. xiv : 1-19. 3, 

I. Cor. xiv .-20-40. 4, I. Cor. xv:i-ii. 5, 

I. Cor. XV : 12-31. 6, I. Cor. xv 132-49. 7, 

I. Cor. XV : 50-58. 

Study IX. 

I, I. Cor. xvi: 1-12. 2, I. Cor. xvi: 13-24. 
3, II. Cor. i:i-ii. 4, II. Cor. i: 12-24. 5, 

II. Cor. ii. 6, II. Cor. iii. 7, II. Cor. iv. 

Study X. 

I, II. Cor. V. 2, II. Cor. vi. 3, II. Cor. 
vii. 4, II. Cor. viii: 1-12. 5, II. Cor. viii: 
13-24. 6, 11. Cor. ix. 7, II. Cor. x. 

Study XI. 

I, II Cor. xi: 1-15. 2, II. Cor. xi: 16-33. 
3, II. Cor. xii: 1-13. 4, II. Cor. xii: 14-21. 

5, II. Cor. xiii. 6, Gal. i: i-io. 7, Gal. i: 
11-24. 

Study XII. (Review.) 
Select readings from Acts. 

Study XIII. 

I, Gal. ii: i-io. 2, Gal. ii : 11-21. 3, Gal. 
iii: 1-14. 4, Gal. iii: 15-29. 5, Gal. iv: i-ii. 

6, Gal. iv: 12-31. 7, Gal. v: 1-15. 

121 



Study XIV. 



I, Gal. V : 16-26. 2, Gal. vi. 3, Eph. i : 
1-14. 4, Eph. i : 15-23. 5, Eph. ii : 1-18. 
6, Eph. ii : 19 to iii : 12. 7, Eph. iii : 13-21. 

Study XV. 

I, Eph. iv:i-i6. 2, Eph. iv: 17-32. 3, 
Eph. v: 1-16. 4, Eph. v: 17-33. 5, Eph. vi: 
1-9. 6, Eph. vi: 10-24. 7, Phil, i: 1-14. 

Study XVI. 

I, Phil, i : 15-30. 2, Phil, ii : 1-13. 3, Phil, 
ii : 14-30. 4, Phil, iii : 1-16. 5, Phil, iii : 17 
to iv : 7. 6, Phil, iv : 8-23. 7, Col. i : 1-17. 

Study XVII. 

I, Col. i: 18-29. 2, Col. ii: 1-15. 3, Col ii: 
16 to iii: II. 4, Col. iii: 12-25. 5, Col. iv. 
6, I. Thess. i. 7, I. Thess. ii. 

Study XVIII. 

I, I. Thess. iii. 2, I. Thess. iv. 3, I. 
Thess. V. 4, II. Thess. i. 5, II. Thess. ii. 
6, II. Thess. iii. 7, I. Tim. i. 

Study XIX. 

I, I. Tim. ii. 2, I. Tim. iii. 3, I. Tim. iv. 
4, I. Tim. v: 1-20. 5, I. Tim. v:2i to vi: 
10. 6, I. Tim. vi:ii-2i. 7, II. Tim. i. 

Study XX. 

I, II. Tim. ii: 1-14. 2, II. Tim. ii: 15-26. 
3, II. Tim. iii. 4, II. Tim. iv. 5, Titus i. 
6, Titus ii. 7, Titus iii. 

122 



Study XXI. 



I, Philemon. 2, Heb. i. 3, Heb. ii. 4, 
Heb. iii. 5, Heb. iv. 6, Heb. v. 7, Heb. vi. 

Study XXH. 

I, Heb. vii. 2, Heb. viii. 3, Heb. ix: 1-12. 
4, Heb. ix: 13-28. 5, Heb. x: i-io. 6, Heb. 
x: 11-25. 7, Heb. x 126-39. 

Study xxni. 

I, Heb. xi:i-io. 2, Heb. xi: 11-29. 3> 
Heb. xi 130-40. 4, Heb. xii: i-ii. 5, Heb. 
xii : 12-29. 6, Heb. xiii : 1-8. 7, Heb. xiii : 
9-25. 

Study XXIV. (Review.) 
Select readings from Acts. 



123 



SUGGESTIONS TO LEADERS. 

Meeting of Committee. 

Emphasize : — 

1. Their responsibility for all details, 
care of room, in airing, heating and light- 
ing, placing of books, etc. 

2. Their responsibility for preparation 
of lessons in advance, in order to cooperate 
by answering and asking questions in the 
class. 

3. Their responsibility to look up ab- 
sentees and increase the membership. 

4. Their responsibility to understand the 
object of the course thoroughly, so as to be 
able to present its merits with intelligence 
and conviction. 

First Meeting of Class. 

1. Organization: Announce names of 
committee, appoint secretary, secure list of 
names and addresses by passing slips for 
each to sign. 

2. Explain the object of the course and 
its connection with the plan of permanent 
and progressive study, if such is in use. 

3. Explain the method to be pursued. 

4. Explain how to prepare a lesson, 
using points in the next section, and illus- 
trating by a concrete example. Do not as- 
sume that the class know how to study in 
private. Probably four-fifths of them have 
no well-defined plan. 



124 



5. Present introduction to the course, 
and arouse as much interest in it as possi- 
ble. Present it as the sine qua non, and 
emphasize the value of personal private 
preparation. 

Order for Private Study. 

Preparation should be commenced a week 
in advance, in somewhat the following or- 
der : — 

1. Prayer. That the Holy Spirit, who 
inspired holy men of old as they wrote, may 
inspire us in handling aright the Word of 
Truth. "Lord, open Thou mine eyes," 
should be the spirit of daily prayer. 

2. Study of the texts in their connection, 
examining all cross-references, using the 
Bible, and nothing but the Bible. It is a 
grave mistake to introduce crutches until 
forced to it. Read and re-read the text 
until saturated with it. 

3. Study of parallel passages and com- 
parison of texts ; that is, compare Author- 
ized Version with Revised Version, Greek, 
German, French, and any other texts which 
may be read. Those who have tried this 
plan testify to its effectiveness for a mas- 
tery of the text. If the Authorized Ver- 
sion is used as a basis, the comparison with 
the Revised Version will throw much light 
on the text. In the same manner the read- 
ing of Greek, German, French and other 
texts will add flavor to the study, and fre- 
quently, by the idiom of languages, will 
serve to explain obscure passages and al- 
lusions. 



125 



4. Use Commentaries and Concordance. 
Young's Analytical Concordance is prob- 
ably the best in English. Cruden is unsat- 
isfactory because so incomplete. In the 
matter of commentaries there are certain 
standard works to which all students of the 
Scriptures should have access if possible, 
e. g.: Edersheim, for The Life of Jesus; 
Trench, for Parables and Miracles; 
Conybeare and Howson, for The Life of 
Paul ; and the Cambridge Bible for Schools 
and Colleges, for the text. 

5. Practical lessons. Lessons which 
grow out of the event or circumstances for 
the people of the times under review. 
Without any reference to our own times, 
what did it all mean to them? 

6. Application. First, apply the lessons 
personally. Then select one or two which 
can be presented with earnestness and con- 
viction. Never lug in an application. The 
personnel, surroundings, and needs of the 
class should constantly be kept in view, and 
the application such as will appeal to the 
best there is in them, and inspire to nobler 
living. 

Order of Exercises. 



Time, fifty minutes. Investigation and 
experiment lead to the conclusion that or- 
dinarily classes lasting for more than an 
hour grow tiresome. Some of the larger col- 
leges have discovered that better work can 
be secured in fifty minute than in sixty 
minute periods. This order is intended to 
be suggestive only, and may be varied ac- 

126 



cording to circumstances. Whatever time- 
limit is adopted should be rigidly adhered 
to, and the leader should not make the mis- 
take of occasionally transgressing because 
he thinks that the study, or perchance he, 
is more interesting than usual. 

1. Sing (three minutes). A hymn ap- 
propriate to the main thought of the study. 

2. Roll-call (three minutes) ; omit if de- 
sirable. 

3. Scripture reading in concert (three 
minutes). Introduce variety, reading some- 
times verse about, sometimes in unison, 
and where the text is disconnected, inter- 
spersing with the study. Above all, read 
reverently. 

4. Prayer by member of the class (two 
minutes). The request should be made in 
advance, to insure preparation. 

5. Leader answers questions of previous 
week from question-box (three minutes). 
Brief, direct answers written on the pa- 
per which contains the question. Fre- 
quently this may be handed to the asker 
if his name is known, and thus save the 
time of the class. 

6. Questions in review (three minutes). 
Summing up the gist of the previous study. 

7. Study of lesson (thirty minutes). 
Realize the brevity of the time, and do not 
waste a minute. 

8. Prayer by leader (three minutesj. 
This should be the crown of it all, carry- 
ing the entire class into the very presence 
of God. 



127 



Aids to Interest. 



1. Blackboard. Write outline of study 
each time. 

2. Map. Encourage drawing of maps 
by class, and use maps and charts so made. 

3. Question-box. Lack of time pre- 
vents satisfactory discussion of questions 
continually arising. Ask that such ques- 
tions be written out and placed in the box 
for answer the following week. 

4. Note-books. Set example by keeping 
a clean, orderly, and systematic note-book, 
and strongly advise it in the class. 

5. Illustrations. Be on the constant 
lookout for all side-lights. They may be 
found in daily reading, clippings from re- 
ligious weeklies, extracts from sermons, 
personal conversations, etc. Keep large en- 
velope for clippings. 

Method of Teaching. 

May be either the lecture system or the 
question and answer system. The former 
has many disadvantages: — 

1. It savors of the formal lecture-room. 

2. Fails to secure active interest of the 
class. 

3. Lacks incentive to study. 

4. Places no premium on independent 
thought. 

5. Wearies flesh and spirit, especially if 
the leader uses the "hammer and tongs 
method"; i. e., seeks to make impressions 
by doing all the talking. 

128 



6. Where a student is the leader, places 
him in a position of unnatural superiority. 

Some of the advantages of the question 
and answer system are: — 

1. Its informality. 

2. It stirs independent thought. 

3. Keeps logical chain of thought. 

4. Holds attention of larger numbers. 

5. Secures mutual acquaintance of class 
and leader. 

Much depends upon the careful prepara- 
tion by the leader of a series of connected 
questions, parallel with the printed outline, 
in order to develop for the class the line 
of thought in his own mind, and to draw 
out the practical lessons. Indiscriminate 
asking of questions should not be allowed, 
and the leader should keep the questioning 
pretty much in his own hands, giving an 
opportunity to the class at the close of each 
section. 

All questions should be aimed at: — 

1. Revealing knowledge or ignorance of 
the matter in hand. ' 

2. Fixing truth in the mind. 

3. Fixing the meaning of the section 
studied. 

4. Applying the practical lessons to the 
individual heart. 

The method may be abused by: — 

1. Adopting the method so rigidly that 
positive teaching is excluded. 

2. Asking too many simple questions. 

3. Asking too many questions which are 
left hanging in the air unanswered. 

129 



4. Asking questions which may be an- 
swered by "yes" or "no." 

5. Asking ambiguous questions. 
Where there are two or more teachers, 

it will pay well to have a normal class for 
the discussion of such topics as are here 
treated in brief. 



130 



BIBLE STUDY AND DEVOTIONAL 
PUBLICATIONS. 



Studies in the Life of Christ. H. Burton Sharman. 
Based on "A Harmony of the Gospels for Histor- 
ical Study," by Stevens and Burton. Price of 
Studies in cloth, with Harmony in cloth and a 
map of Palestine, $1.25. Price of Studies in 
paper, with Harmony in paper and a map of 
Palestine, seventy-five cents. Price of Studies 
in cloth, seventy-five cents. Price of Harmony 
in cloth, with a map of Palestine, $1.00. Price of 
map, ten cents. Paper edition not sold sepa- 
rately. 

Studies in the Acts and Epistles. Edward I. Bos- 
worth. Based on " The Records and Letters of 
the Apostolic A^e," by Ernest DeWitt Burton. 
Price of Studies in cloth, with Records and Let- 
ters in cloth, $1.25. Price of Studies in paper, 
with Records and Letters in paper, seventy-five 
cents. Price of Studies in cloth, seventy-five 
cents. Price of Records and Letters in cloth, 
$1.00. Paper edition not sold separately. 

Studies in Old Testament Characters. Wilbert 
Webster White. A new edition, combining all 
the essential material in Studies in Old Testa- 
ment Characters and in Old Testament Records, 
Poems and Addresses in one volume. The new 
book of 288 pages contains Principal Divisions 
and Analytical Outlines of the Old Testament 
History of Abraham and His Posterity, General 
Suggestions, the Daily Studies, and an Appendix 
with forty-seven diagrams. Price in cloth, 
ninety cents; in paper, sixty cents. 

Studies in the Teaching of Jesus and His Apostles. 

Edward 1. Bosworth. Price, cloth, seventy-five 
cents; paper, fifty cents. 

Studies in God's Methods of Training; Workers. 

Howard Agnew Johnston. A practical course 
for personal workers' classes, or groups, ar- 
ranged for personal daily study. Price, cloth, 
seventy-five cents; paper, fifty cents. 

The Life and Works of Jesus According to St. Mark. 

W. D. Murray. An introductory course on the 
Life of Christ. Less difficult than the courses in 
the Student Cycle. Provides for daily personal 
study. Price m cloth, seventy-five cents; paper, 
fifty cents. 

Christ as a Personal Worker. L. W. Messer. 
Topics and methods for Bible training classes. 
Price five cents. 



Personal Work: How Organized and Accomplished. 

Studies for Bible training classes. C. K. Ober 
and J. R. Mott. Price ten cents. 

Christ Among Men. Studies for Bible training 
classes. James McConaughy. Revised edition. 
Price, cloth, forty cents; paper, twenty-five 
cents. 

Studies in the Miracles of Jesus. William H. 
Sallmon. Price, cloth, thirty cents; paper, 
twenty cents. 

Studies in the Parables of Jesus. William H. 
Sallmon. Price, cloth, twenty-five cents; paper, 
fifteen cents. 

Studies in the Life of Jesus. William H. Sallmon. 
Price, cloth, forty cents; paper, twenty-five 
cents. 

Studies in the Life of Paul. William H. Sallmon. 
Price, cloth, forty cents; paper, twenty-five 
cents. 

Studies in the Gospel of Luke. Robert E. Speer. 
Price, cloth, twenty cents; paper, ten cents. 

Studies in the Book of Acts. Robert E. Speer. 
Price, cloth, forty cents; paper, twenty-five 
cents. 

Studies of the Man Christ Jesus. Robert E. Speer. 
Long 16mo, cloth, price seventy-five cents. 

Studies of the Man Paul. Robert E. Speer. Long 
16mo, cloth, price seventy-five cents. 

Reasons for the Study of the Old Testament. Wil- 
bert W. White. Price five cents. 

Studies in Jeremiah. Wilbert W. White. Price, 
cloth, thirty cents; paper, twenty cents. 

The Fight for Character. Henry Churchill King. 
Price ten cents. An address given at the North- 
field Student Conference, July 4, 1901. A strong 
and helpful plea for right living. 

The Morning Watch. J. R. Mott. Price five cents. 

The Secret Prayer Life. J. R. Mott. Also issued 
by the British College Christian Union. Price 
five cents. 

Bible Study for Personal Spiritual Growth. J. R. 

Mott. Also issued by the British College Chris- 
tian Union. Price five cents. 



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OF YOUNG MEN'S CHRISTIAN ASSOCIATIONS, 
3 West Twenty =ninth Street, 
New York City. 



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